The study’s purpose was to discover student understanding of play-based curriculum. Traditionally, play has been misunderstood in pedagogical terms, and was widely interpreted in our study. The Early Years Learning Framework suggests educator guidance in sustaining play is essential for learning and development. As teacher educators, we wanted to reflect on Play and Pedagogy (A new fourth year unit) that expected students to create a conceptual play model for use in practice. Twenty-six students volunteered de-identified assignments. From these, common conceptual elements were identified. We selected quotes from student’s work to support identified concepts and entered a methodology of dialogue commentary to enrich analysis. Students focused discussion on adult’s pedagogical approach linking play to pedagogy through varied interpretations of the concept of sustained shared thinking. We found student conceptualisations of play –based curriculum addressed complexities of their role as beginning early childhood educators in new ways.
Ridgway, A., & Quinones, G. (2012). How do Early Childhood Students Conceptualize Play-Based Curriculum?. Australian Journal of Teacher Education, 37(12). https://doi.org/10.14221/ajte.2012v37n12.8