Guided Play in the Kindergarten Classroom: One Teacher’s Inquiry into Scaffolding Play-Based Writing Instruction

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Andrea Sanchez
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引用次数: 0

Abstract

Research abounds regarding the need for young children’s access to authentic play experiences. Yet, while play is considered the main method of learning for young children, mainstream curricula often omit this mode and further perpetuate the artificial divide of play or learning. Guided play is a pedagogical approach in which teachers integrate a balance of child-led exploration alongside intentional scaffolding and targeted guidance. This method allows educators to support children’s agency while facilitating their play towards specific learning outcomes. However, along with challenges related to limited time and support, teachers face a lack of clear guidance on how to implement guided play in their classrooms and scaffold children’s learning within these environments. Supported by current research, this paper provides methods for incorporating writing instruction through guided play in four kindergarten classroom spaces. Materials and scaffolding strategies are discussed, along with a brief list of resources for each learning area. Finally, this paper concludes with recommendations for teachers who are beginning to incorporate guided play into their early years kindergarten classrooms.

幼儿园课堂引导游戏:一位教师对脚手架式游戏写作教学的探究
关于幼儿获得真实游戏体验的必要性的研究比比皆是。然而,虽然游戏被认为是幼儿学习的主要方法,但主流课程往往忽略了这种模式,并进一步使游戏或学习的人为划分永久化。引导式游戏是一种教学方法,教师将儿童主导的探索与有意的脚手架和有针对性的指导结合起来。这种方法使教育工作者能够支持儿童的代理,同时促进他们对特定学习成果的发挥。然而,除了与有限的时间和支持相关的挑战外,教师还面临着如何在课堂上实施指导游戏和在这些环境中指导儿童学习的明确指导。在现有研究的支持下,本文提出了在四个幼儿园课堂空间中通过引导游戏融入写作教学的方法。讨论了材料和脚手架策略,以及每个学习领域的资源简要列表。最后,本文对那些开始将引导游戏融入幼儿园早期课堂的教师提出了建议。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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