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dc.contributor.authorPyle, Angelaen
dc.contributor.authorDeLuca, Christopheren
dc.contributor.authorDanniels, Ericaen
dc.date.accessioned2019-07-25T15:38:40Z
dc.date.available2019-07-25T15:38:40Z
dc.date.issued2017-05-08
dc.identifier.citationPyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311–351. doi:10.1002/rev3.3097en
dc.identifier.urihttp://hdl.handle.net/1974/26431
dc.descriptionThis is the peer reviewed version of the following article: Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311–351. doi:10.1002/rev3.3097, which has been published in final form at http://dx.doi.org/10.1002/rev3.3097. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.en
dc.description.abstractAcross a number of countries, play-based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play-based learning for 4–5 year old children divided into three categories: research on play for developmental learning, research on play for academic learning and factors influencing play in kindergarten classrooms. Much of the research endorsed play as fulfilling an important role in early learning. However, two disparate perspectives concerning the role of play for developmental versus academic learning demonstrate different orientations towards the value and potential benefits of play. Research focused on developmental learning endorsed the use of free play and a passive teacher role, while research focused on academic learning endorsed teacher-directed and mutually directed play where the teacher fulfills an active play role. A similar lack of consensus was found among research with educators regarding the role and benefits of play. These findings indicate a need to move away from a binary stance regarding play and towards an integration of perspectives and practices, with different types of play perceived as complementary rather than incompatible.en
dc.publisherWileyen
dc.subjectEarly Yearsen
dc.subjectKindergartenen
dc.subjectLearningen
dc.subjectPlayen
dc.subjectTeacher Practiceen
dc.titleA scoping review of research on play-based pedagogies in kindergarten educationen
dc.typejournal articleen
dc.identifier.doihttps://dx.doi.org/10.1002/rev3.3097


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