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Journal articles on the topic 'Play pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

Farné, Roberto. "Pedagogy of Play." Topoi 24, no. 2 (2005): 169–81. http://dx.doi.org/10.1007/s11245-005-5053-5.

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2

Szymaniak, Jadwiga. "Education Through Play." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 41–56. http://dx.doi.org/10.5604/01.3001.0014.2512.

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In the article the autor focuses on the educational nature of fun, not only during lessons, but also sports exercises. The autor refers to the principles of positive pedagogy and pedagogy of experience.

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3

Strean, William B. "Remembering instructors: play, pain and pedagogy." Qualitative Research in Sport and Exercise 1, no. 3 (2009): 210–20. http://dx.doi.org/10.1080/19398440903192290.

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4

Lazar, Karen. "Contrapuntal pedagogy: workshop theatre and the play-within-a-play." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 2 (2016): 154–60. http://dx.doi.org/10.1080/13569783.2016.1155410.

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5

Yeo, Michelle, and Mark Lafave. "Play in Three Acts." Journal of Effective Teaching in Higher Education 4, no. 3 (2022): 132–46. http://dx.doi.org/10.36021/jethe.v4i3.232.

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In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of refle

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6

Chua, Ching Hao. "Pre-University Teacher’s Perceptions on Play-based Pedagogy in the Classroom." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5230–37. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020230.

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7

Salmon, Peter. "Education for clinical relationships: pedagogy and play." Medical Education 47, no. 2 (2013): 122–23. http://dx.doi.org/10.1111/medu.12112.

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8

Lee, Won Hyeon. "Utilization of Brecht Learning-Play for Theatrical Pedagogy." Broadcasting and Arts Research Institute 12, no. 2 (2017): 35–48. http://dx.doi.org/10.22534/broad.2017.12.2.35.

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9

Rainio, Anna Pauliina. "Horses, Girls, and Agency: Gender in Play Pedagogy." Outlines. Critical Practice Studies 11, no. 1 (2009): 27–44. http://dx.doi.org/10.7146/ocps.v11i1.2223.

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This is a study of the development of student agency from a gender perspective in a Finnish classroom. Thedata originates from an ethnographic research project in an elementary school classroom engaging in a playpedagogy project called a “playworld.” The article has two purposes. The first is to examine the potential ofimagination and improvised fantasy play in the development of agency. The second is to investigate the role of gender as a social category in shaping the students’ possibilities for agency in the play pedagogical setting. The creative use of imagination is at the center of the p

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10

Bumbuc, Ştefania. "Using the Role Play Method in Military Pedagogy." Land Forces Academy Review 25, no. 4 (2020): 317–24. http://dx.doi.org/10.2478/raft-2020-0038.

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AbstractThis paper aims to identify and discuss relevant issues, in terms of military pedagogy, regarding the using of role play in the training of future officers, given the characteristics of the military organization and the psycho-behavioral traits required of commanding officers. A secondary analysis of quantitative and qualitative data (collected through an opinion questionnaire) was conducted. The results show that role play is perceived as an effective method of training, especially for the psycho-behavioral and attitudinal component, and less for the intellectual component of personal

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11

Jefferson-Buchanan, Rachael. "Teaching Fundamental Movement Skills Through Play-Based Pedagogy." Journal of Physical Education, Recreation & Dance 93, no. 8 (2022): 28–33. http://dx.doi.org/10.1080/07303084.2022.2108171.

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12

Stirrup, Julie, John Evans, and Brian Davies. "Early years learning, play pedagogy and social class." British Journal of Sociology of Education 38, no. 6 (2016): 872–86. http://dx.doi.org/10.1080/01425692.2016.1182010.

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13

Carey, Craig. "Archival Play." Pedagogy 21, no. 3 (2021): 455–79. http://dx.doi.org/10.1215/15314200-9131845.

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Abstract This article offers a critical and personal reflection on the role of curiosity, fragments, and play in creating meaningful encounters with archives in the college classroom. Drawing on play theory, poetics, media studies, and pedagogical theory, the essay reimagines archival collections as formal and material playgrounds open to spontaneous experimentation. Through reflections on the finding aid, logistical media, Curious George, and other subjects, the essay finds in the archive an elemental play that can be harnessed to create a radically spontaneous pedagogy organized around stude

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14

Sofo, Seidu, Emmanuel Thompson, Julie Ray, and Mavis Dako Gyeke. "Play Pedagogy: Perspectives of Basic School Teachers in Ghana." International Journal of Early Childhood Learning 24, no. 3 (2018): 17–29. http://dx.doi.org/10.18848/2327-7939/cgp/v24i03/17-29.

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15

Tan, Kai Syng. "Power, Play and Pedagogy through the PowerPoint Performance-Lecture." International Journal of Management and Applied Research 7, no. 3 (2020): 382–94. http://dx.doi.org/10.18646/2056.73.20-028.

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What could a visual-led approach to the learning and teaching of complex issues look like for a short online synchronous session? Through a playful performance-lecture exploring concepts in diversity, interdisciplinarity and social change entitled What could a neurodiversity-led 2050 look like?, this paper outlines the possibilities of visual-centred approach, using the ubiquitous Microsoft software PowerPoint (or open-sourced equivalents like Google Slides and Prezi). It seeks to contribute to discourses and practices around role of visual approaches in Higher Education (HE) to address ‘diffi

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16

Williamson, Beth. "Play and Pedagogy in Art History and Material Culture." Art History 42, no. 5 (2019): 1003–7. http://dx.doi.org/10.1111/1467-8365.12477.

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17

Young, Christine. "Feminist Pedagogy at Play in the University Rehearsal Room." Theatre Topics 22, no. 2 (2012): 137–48. http://dx.doi.org/10.1353/tt.2012.0027.

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18

Shea, Megan L. "Echoes of Performance: Writing and the Play of Pedagogy." Theatre Topics 24, no. 1 (2014): 51–62. http://dx.doi.org/10.1353/tt.2014.0004.

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19

Nilsson, Monica E. "Creative Pedagogy of Play—The Work of Gunilla Lindqvist." Mind, Culture, and Activity 17, no. 1 (2009): 14–22. http://dx.doi.org/10.1080/10749030903342238.

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20

Weisberg, Deena Skolnick, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff. "Guided Play: Where Curricular Goals Meet a Playful Pedagogy." Mind, Brain, and Education 7, no. 2 (2013): 104–12. http://dx.doi.org/10.1111/mbe.12015.

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21

Stirrup, Julie. "Performance pedagogy at play: pupils perspectives on primary PE." Sport, Education and Society 25, no. 1 (2018): 14–26. http://dx.doi.org/10.1080/13573322.2018.1554562.

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22

Morgan, Alex, and Steve Kennewell. "The Role of Play in the Pedagogy of ICT." Education and Information Technologies 10, no. 3 (2005): 177–88. http://dx.doi.org/10.1007/s10639-005-2998-3.

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23

Loizou, Eleni. "Towards play pedagogy: supporting teacher play practices with a teacher guide about socio-dramatic and imaginative play." European Early Childhood Education Research Journal 25, no. 5 (2017): 784–95. http://dx.doi.org/10.1080/1350293x.2017.1356574.

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24

Krug, Kate. "16. Thinking Outside the Blocks: Lego Day in a Pedagogy of Play." Collected Essays on Learning and Teaching 4 (June 13, 2011): 103. http://dx.doi.org/10.22329/celt.v4i0.3280.

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Engaging students while providing them with the necessary linguistic and critical skills as a foundation for further exploration are the principle challenges for those of us who teach disciplinary introductory courses. My own response to this challenge has been to develop and implement what I refer to as the ‘pedagogy of play.’ Informed by the work of bell hooks, G.H. Mead, and J. Huizinga, the pedagogy of play is grounded in the notion that an orientation toward ‘play’ and ‘playfulness’ provides the framework for developing curricula and teaching practices that emphasize learning as process r

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25

Shapiro, Shawna, and Lisa Leopold. "A Critical Role for Role-Playing Pedagogy." TESL Canada Journal 29, no. 2 (2012): 120. http://dx.doi.org/10.18806/tesl.v29i2.1104.

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This article draws from practitioners’ experience and from scholarship in a variety of disciplines to construct a rationale for incorporating what we call “critical roleplay” in the English-for-academic-purposes (EAP) classroom. We discuss the historical significance of role-play in TESOL and explore why this type of pedagogy has become less prominent in scholarship from recent decades. We argue for a new direction in role-play pedagogy that foregrounds critical thinking as essential to academic literacy. We describe several role-play activities that were successfully implemented in college-le

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26

Winston. ""Play is the thing!": Shakespeare, Language Play and Drama Pedagogy in the Early Years." Journal of Aesthetic Education 47, no. 2 (2013): 1. http://dx.doi.org/10.5406/jaesteduc.47.2.0001.

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27

Ntshangase, Nonhlanhla, and Roy Venketsamy. "Practitioners’ Perceptions of Play-Based Pedagogy on the Holistic Development of Young Children." Profesi Pendidikan Dasar 9, no. 2 (2022): 148–62. http://dx.doi.org/10.23917/ppd.v9i2.18477.

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South Africa has made remarkable progress in trying to improve early childhood education by introducing the National Curriculum Framework (NCF) in 2015. The NCF encourages practitioners to engage young children in play-based activities to improve their physical, social, emotional, and cognitive development, as core developmental skills. The main objective of this study was to explore practitioners’ perceptions of play-based pedagogy on the holistic development of young children. The qualitative approach was used to collect information through semi-structured interviews and lesson observations

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28

Dietze, Beverlie, and Diane Kashin. "Perceptions That Early Learning Teachers Have About Outdoor Play and Nature." LEARNing Landscapes 12, no. 1 (2019): 91–105. http://dx.doi.org/10.36510/learnland.v12i1.981.

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This study explored voices of early learning teachers engaged in discussions in an online outdoor play and nature pedagogy course. Three core questions were investigated that focused on early learning teachers’ perceptions and practices of children’s access to quality outdoor play and nature experiences. The results support previous research that indicated that teachers’ perceptions, experiences, values, knowledge, and attitudes influence children’s outdoor play experiences. The findings suggest the need to increase access to professional learning that contributes to early learning teachers en

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29

Mawtus, Bridget, Sara Rodriguez-Cuadrado, Karen M. Ludke, and Roderick I. Nicolson. "Developing creative thinking skills in adolescents through play-based pedagogic planning principles." Psychology Teaching Review 25, no. 2 (2019): 91–94. http://dx.doi.org/10.53841/bpsptr.2019.25.2.91.

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It is becoming clear that in the 21st century, a focus on skill development in education is necessary to complement the curriculum, particularly with regards to creative problem solving. The emerging Pedagogy of Play seems to provide a framework to facilitate this but is not easily applicable in the mainstream UK due to difficulties in empowering teachers to use it on an everyday basis. In response to this, a simple methodology was developed to encourage teachers to implement a Pedagogy of Play approach in the secondary UK classroom, and a control experimental Student Focused method was explor

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30

O'Hare, Matt. "Cross-platform Play: A Hybrid Pedagogy for Devised College Theatre." Theatre Topics 32, no. 2 (2022): 83–95. http://dx.doi.org/10.1353/tt.2022.0017.

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31

Garrett, Frances. "Engaged pedagogy through role-play in a Buddhist studies classroom." Teaching Theology & Religion 21, no. 4 (2018): 336–44. http://dx.doi.org/10.1111/teth.12462.

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32

Baumer, Sonja, and Kristen Radsliff. "Playworlds of Children and Adults: Cultural Perspectives on Play Pedagogy." Mind, Culture, and Activity 17, no. 1 (2009): 11–13. http://dx.doi.org/10.1080/10749030903348755.

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33

McCabe, Una. "The drama in sociodramatic play: implications for curriculum and pedagogy." NJ 41, no. 1 (2017): 3–13. http://dx.doi.org/10.1080/14452294.2017.1329689.

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34

Magnusson, Maria, and Niklas Pramling. "In ‘Numberland’: play-based pedagogy in response to imaginative numeracy." International Journal of Early Years Education 26, no. 1 (2017): 24–41. http://dx.doi.org/10.1080/09669760.2017.1368369.

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35

Paterson, Annie. "The play paradox: A systematic literature review of play-based pedagogy applied in the classroom." Educational and Child Psychology 37, no. 4 (2020): 96–114. http://dx.doi.org/10.53841/bpsecp.2020.37.4.96.

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AimOver the last decade, there has been growing interest in the application of play as a pedagogical approach to support the learning of children within formal education settings. However, existing literature has shown there is significant variation in teachers’ understanding of play-based pedagogy (PBP) and how it is applied in the classroom (Pyle et al., 2018; Jay & Kunas, 2018; Nolan & Paatsch, 2018). While these small-scale qualitative studies provide valuable insights, there is a need to configure findings in order to better understand what influences teachers’ application of PBP

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36

Bracher, Mark, Deborah Barnbaum, Michael Byron, et al. "Compassion-Cultivating Pedagogy." Scientific Study of Literature 9, no. 2 (2019): 107–62. http://dx.doi.org/10.1075/ssol.19007.bra.

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Abstract Previous studies suggest that narrative fiction promotes social justice by increasing empathy, but critics have argued that the partiality of empathy severely limits its effectiveness as an engine of social justice, and that what needs to be developed is universal compassion rather than empathy. We created Compassion-Cultivating Pedagogy (CCP) to target the development of two social-cognition capabilities that entail compassion: (1) recognition of self-other overlap and (2) cognizance of the situational, uncontrollable causes of bad character, bad behavior, and bad life-outcomes. Empl

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37

Stein Kokin, Daniel. "The Pedagogy of Song." Israel Studies Review 36, no. 2 (2021): 124–33. http://dx.doi.org/10.3167/isr.2021.360209.

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Drawing upon the author’s “Settlement in Israeli History” course, this essay argues that song can play a valuable and pedagogically economical role in Israel Studies and general humanities teaching, in both conveying meaning and initiating students in the art of close textual analysis. In particular, it showcases how the Israeli classics “Anu banu artzah” (We have come to the land), “The Ballad of Yoel Moshe Salomon,” and “Shir ha-‘emek” (Song of the Valley) can be deployed to stimulate vibrant and critical class discussions. In doing so, it also offers detailed readings of these songs and the

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38

Dzhyma, Nataliia. "Don't Play the Visual, Play the Emotion!" Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 2 (2014): 124–26. http://dx.doi.org/10.33178/scenario.8.2.12.

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This contribution aims to introduce SCENARIO readers to my pedagogical practice at the Institute of International Relations, Taras Shevchenko National University of Kiev, which specializes in the training of future Ukrainian diplomats. In order to do so I have opted for the medium of film to give interested colleagues a vivid impression of how I propose to put empathy at the centre of diplomacy-related training programmes. Since prehistoric times empathy has been understood to be a pillar of diplomacy. For Fliess (1942: 212), empathy is the ability "to step into another's shoes", for Etchefoye

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39

Cárdenas Páez, Alfonso, Alejandro McNeil Fernández, and Rodrigo Malaver Rodríguez. "Comprehension, Sense and Pedagogy." Colombian Applied Linguistics Journal 14, no. 2 (2013): 146. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a09.

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This text, based on Bakhtin’s perspective, sees language as a condition for the construction of reality. The subject’s understanding of reality is always determined by situational circumstances (event) and the way individuals experience and perceive these events.The various senses are the result of different positions from which the other speakers participate (create). The perceptions of the subject are not passive, they are charged with willingness to play with intertexts, interdiscourses and antidiscourses that foster dialogue, and this, in turn, is evidence of and possibility of understandi

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40

Kamali, Hari C. "'Deconstructionist' as the Role of a Teacher in Postmethod Pedagogy." Technium Social Sciences Journal 19 (May 8, 2021): 67–75. http://dx.doi.org/10.47577/tssj.v19i1.3324.

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Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to further developments as "a pedagogy in progress" (Kumaravadivelu, 2001). Implication of postmethod pedagogy underpinned by deconstruction has the potentials to make pedagogy more effective for which the postmethod teacher needs to play the role of a deconstructionist teacher. So in this paper I have reviewed the works on postmethod pedagogy and deconstruction and explored how they are interrelated and how they can be exploited as deconstructive pedagogy to make pedagogy more effective in context. As a re

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41

Dakhin, Alexander Nikolayevich. "Pedagogy of gamification." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 27–34. http://dx.doi.org/10.15293/1812-9463.2103.03.

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The article deals with the issues of didactic support of students ‘ play activities that contribute to improving the effectiveness of education. Gamification is exactly the tool that ensures the motivated involvement of students in the cognitive sphere, and social, physical and communicative activity is the applied result of the introduction of this tool into the structure of both general and pedagogical education. The purpose of this article is to present the methodological grounds for the use of the game both in the organization of children’s recreation and in the didactic provision of pedag

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42

Wade, Ros. "Pedagogy, Places And People." Journal of Teacher Education for Sustainability 14, no. 2 (2012): 147–67. http://dx.doi.org/10.2478/v10099-012-0014-8.

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Abstract The paper will explore the potential of new technologies in helping educators to play an active role in creating and promoting the learning that is needed for local and global communities to live sustainably. In particular, it will examine the potential of the virtual world to develop local and global communities for transformative learning for sustainable development. It is organised into three sections: 1) the need for new ways of knowing, learning and understanding; 2) the challenges an opportunities of the virtual world; 3) the role of virtual learning communities in education for

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43

Cochrane, Thomas, Laurent Antonczak, and Daniel Wagner. "Post-Web 2.0 Pedagogy." International Journal of Mobile and Blended Learning 5, no. 4 (2013): 1–18. http://dx.doi.org/10.4018/ijmbl.2013100101.

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The advent of web 2.0 has enabled new forms of collaboration centred upon user-generated content, however, mobile social media is enabling a new wave of social collaboration. Mobile devices have disrupted and reinvented traditional media markets and distribution: iTunes, Google Play and Amazon now dominate music industry distribution channels, Twitter has reinvented journalism practice, ebooks and ibooks are disrupting book publishing, while television and movie industry are disrupted by iTunes, Netflix, YouTube, and Vimeo. In this context the authors critique the changes brought about in a ca

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44

Stott, Timothy. "Systems in Play: Simon Nicholson’s Design 12 Course, University of California, Berkeley, 1966." Journal of Design History 32, no. 3 (2019): 223–39. http://dx.doi.org/10.1093/jdh/epz014.

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Abstract In 1966, British artist, designer and educator Simon Nicholson (1934–1990) offered a lower division course, Design 12, at the College of Environmental Design, UC Berkeley. Controversially, Nicholson promoted play as the principal method of design and invited children to assess students’ projects on the Berkeley campus and in local schools, parks, playgrounds and hospitals. This article presents Design 12 as an important example of environmental design pedagogy in the USA, which uniquely attempted to synthesize British post-war constructivism with ‘design science’ and adventure play. T

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45

Devins, David, Reina Ferrández-Berrueco, and Tauno Kekale. "Educational orientation and employer influenced pedagogy." Higher Education, Skills and Work-Based Learning 5, no. 4 (2015): 352–68. http://dx.doi.org/10.1108/heswbl-03-2015-0010.

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Purpose – The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe. Design/methodology/approach – The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK. Findings – The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a

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46

McInnes, Karen, Justine Howard, Gareth Miles, and Kevin Crowley. "Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play." Early Years 31, no. 2 (2011): 121–33. http://dx.doi.org/10.1080/09575146.2011.572870.

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47

Millrood, R. P., and I. R. Maksimova. "Games that teachers play with the learners: language pedagogy in action." Yazyk i kul'tura, no. 45 (March 1, 2019): 235–49. http://dx.doi.org/10.17223/19996195/45/17.

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48

Nontell, Lisa. "Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy." LEARNing Landscapes 14, no. 1 (2021): 277–87. http://dx.doi.org/10.36510/learnland.v14i1.1035.

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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 prese

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49

Tanner, Samuel Jaye, Erin T. Miller, and Shannon Montgomery. "We might play different parts: theatrical improvisation and anti-racist pedagogy." Research in Drama Education: The Journal of Applied Theatre and Performance 23, no. 4 (2018): 523–38. http://dx.doi.org/10.1080/13569783.2018.1494557.

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50

Shultz Colby, Rebekah, and Richard Colby. "A Pedagogy of Play: Integrating Computer Games into the Writing Classroom." Computers and Composition 25, no. 3 (2008): 300–312. http://dx.doi.org/10.1016/j.compcom.2008.04.005.

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