The nexus of play-based learning and early childhood education: A Western Australian account
Abstract
Human development theories identify child-initiated play as the primary source of early learning. Accordingly, the role of early childhood educators is to utilise the natural medium of play as a context for learning; an educational approach known as play-based learning. Recently, Western Australia (WA) has experienced an erosion of play-based learning opportunities across the early childhood education (ECE) spectrum, potentially violating children’s rights. This paper presents research evidence related to this concerning issue. A self-completion, electronic questionnaire was distributed to educators through via several WA early childhood advocacy organisations. Participants (n=204) shared their perceptions about the availability of play-based learning opportunities for young children. Results identified perceived barriers and enablers to providing play-based learning in WA early childhood education settings that impact on children’s wellbeing, development and learning. Assessment of play-based learning provision differed significantly between school-based and early education and care-based educators. Participants supported the implementation of a WA Play Strategy.
RAS ID
39802
Document Type
Journal Article
Date of Publication
2021
School
School of Medical and Health Sciences
Copyright
subscription content
Publisher
James Nicholas Publishers
Comments
Wallace, R., & Hesterman, S. (2021). The nexus of play-based learning and early childhood education: A Western Australian account. Education and Society, 39(1), 5-24. https://doi.org/10.7459/es/39.1.02