Playful pedagogy for deeper learning: exploring the implementation of the play based Foundation Phase in Wales.

Wainwright, Nalda and Goodway, Jackie and Whitehead, Margaret and Williams, Andy and Kirk, David (2019) Playful pedagogy for deeper learning: exploring the implementation of the play based Foundation Phase in Wales. Early Child Development and Care, 190 (2020-1). pp. 43-53. ISSN 1476-8275

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Abstract

The foundation phase in Wales is a play based curriculum for 3 – 7 year olds advocating the use of the outdoors and experiential approaches to learning (DCELLS, 2015). Play based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play based on a series of cues (Howard, 2002). Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres (1993,1997,2000, 2005) suggests increased involvement in learning may result in deeper learning.

Item Type: Article
Uncontrolled Keywords: Play, outdoor learning, foundation phase
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Faculties > Faculty of Business and Management > School of Sport Health and Outdoor Education
Depositing User: Matt Briggs
Date Deposited: 26 Sep 2019 11:59
Last Modified: 24 Dec 2019 09:39
URI: http://repository.uwtsd.ac.uk/id/eprint/1105

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