Learning Through Play

<div class="WordSection1"><p><em>The skills that must be mastered in the 21st century were creativity, critical thinking, communication, and collaboration. This was in line with Bloom's theory that creativity was the highest ability in aspects of cognitive development. Therefore important creativity was given to Early Childhood Education. Early childhood learning to stimulate creativity was done through various approaches. The approach applied didn’t yet refer to the needed analysis that was in accordance with the standards of early childhood learning. The approach to stimulating the creativity of early childhood needed to be refined by referring to the stages of the child, namely learning through play. Playing must be able to stimulate the goals to be achieved. The application of playing based on reggio emilia’s approach to stimulate the development of early childhood creativity. The method used was literature study by conducting a study of books and journals. The results of the analysis of theoretical studies state that playing based on reggio emillia’s approach could help stimulated children's creativity after an early age. This was because the aplication of playing based on reggio emillia’s approach prioritizes children's freedom in exploring the surrounding environment. This exploration activity will actively foster children's imagination. Playing based on reggio emilia’s approach involves an active role in early childhood. Creativity requires space to move and playing based on the reggio emillia approach as the right link to help stimulated early childhood creativity.</em></p></div>

Download Full-text

Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy

LEARNing Landscapes ◽

10.36510/learnland.v14i1.1035 ◽

2021 ◽

Vol 14 (1) ◽

pp. 277-287

Author(s):

Lisa Nontell

Keyword(s):

Narrative Inquiry ◽

Meaningful Learning ◽

Pedagogical Practices ◽

Natural Environments ◽

Cover Story ◽

Sacred Stories ◽

Learning Through Play ◽

First Time ◽

Teacher Centered

The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living “secret stories” in the classroom that differ from “sacred stories” of the school’s pedagogical practices, feeling a need to create a “cover story” to present her pedagogy as conforming, yet capable and successful.

Download Full-text

LEARNING THROUGH PLAY

Journal of the Institute of Mental Subnormality (APEX) ◽

10.1111/j.1468-3156.1976.tb00253.x ◽

2009 ◽

Vol 4 (3) ◽

pp. 19-22

Author(s):

E.A. PERKINS ◽

P.D. TAYLOR

Keyword(s):

Learning Through Play

Download Full-text

GAMIFICATION IN THE EDUCATION: THE BENEFITS OF LEARNING THROUGH PLAY

INTED2017 Proceedings ◽

10.21125/inted.2017.0400 ◽

2017 ◽

Author(s):

Teresa Gomez ◽

Carlos Moron ◽

Daniel Ferrandez ◽

Pablo Saiz ◽

Raquel Garrido

Keyword(s):

Learning Through Play

Download Full-text

Solving the Creativity Crisis

Handbook of Research on Innovative Digital Practices to Engage Learners - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9438-3.ch005 ◽

2019 ◽

pp. 100-121

Author(s):

Denise M. Bressler

Keyword(s):

Professional Development ◽

Young Children ◽

Elementary Students ◽

Creative Thinking ◽

Essential Element ◽

Early Learning ◽

Essential Elements ◽

Approach To Learning ◽

Early Learners ◽

Learning Through Play

Society's serious problems require creative thinkers. Developing an effective workforce relies on cultivating our children's creativity. Unfortunately, we are suffering a creativity crisis, particularly with young children. Since 1990, early elementary students have suffered the largest decrease in creative thinking capacity. Rather than learning through play, young children are taught by rote and tested extensively. Play is indispensable for early learners; without play, students are missing an essential element of early learning that stimulates creative thinking. To promote play, elementary teachers should be trained in maker-centered teaching, a playful approach to learning that embodies the essential elements of STEM education. To truly integrate maker-centered learning, there is a critical need for effective maker-centered professional development. Maker-centered teaching provides playful learning where young children can experience STEM and learn to think more creatively. With maker-centered teaching, we can make the next generation of innovators.

Download Full-text