Playworlds as an Evidenced-Based Model of Practice for the Intentional Teaching of Executive Functions

Autor/inn/en	Fleer, Marilyn; Walker, Sue; White, Antoinette; Veresov, Nikolai; Duhn, Iris
Titel	Playworlds as an Evidenced-Based Model of Practice for the Intentional Teaching of Executive Functions
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 4-5, S.572-586 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleer, Marilyn) ORCID (Walker, Sue) ORCID (White, Antoinette) ORCID (Veresov, Nikolai) ORCID (Duhn, Iris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2020.1835830
Schlagwörter	Play; Teaching Methods; Evidence Based Practice; Models; Intention; Executive Function; Drama; Preschool Education; Foreign Countries; Preschool Children; Australia + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Schauspiel; Pre-school education; Vorschulerziehung; Ausland; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Australien
Abstract	Expectations for increased conceptual outcomes in the early childhood education sector have foregrounded a need for more evidenced-based practice in support of children's play. One such avenue for researching models of play practices that support cognitive outcomes is to study the implementation of Playworlds. Grounded in cultural-historical theory, Playworlds is a model of play pedagogy where children and educators recreate a narrative through dramatization. However, this approach has not traditionally been linked with enhanced academic outcomes. In this study, the researchers used executive functions (EFs) as a pre and post measure for studying the potential development of the learner. As a potential evidenced-based model of practice, we examined the effect of incorporating EF tasks into early childhood programs through Playworlds. Specifically, EFs were incorporated into everyday practices within eight play-based preschool programs in Victoria, Australia, through Playworlds and associated activities. Ninety-one preschool aged children (50% male, M = 54.7 months, SD = 3.94) participated. Video observations and interviews documented teaching practices related to the incorporation of EFs into play-based programs. Findings document gains in EF skills in the context of the Playworld practices. Snapshots of teaching practices provide guidelines for incorporating EFs into early childhood play-based programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01