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

Identifier

Ruth Wallace

https://orcid.org/0000-0001-5392-5195

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

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Link to publisher version (DOI)

10.7459/es/39.1.02