实现终身学习和游戏

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Matthew Gaydos , Vinay Kumar
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引用次数: 0

摘要

研究考察了从幼儿期到老年期各个年龄段的游戏与学习之间的关系。这些研究跨越了主要的学习观,包括行为主义/经验主义、认知主义/理性主义和情境主义/实用主义-社会历史观。鉴于游戏与学习研究的多样性和深度,本文论证了为什么应该组织一个跨生命周期的游戏 与学习领域。它从当前对终身学习的批评,特别是其狭隘地关注支持经济准备的学习的倾向的角度来阐述这项工作,并认为将游戏与学习研究更好地组织成一个领域将有助于提高其社会影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Toward lifelong learning and play

Research has examined the relationship between play and learning across all ages, beginning with early childhood and through old age. This research spans major views of learning, including behaviorist/empiricist, cognitivist/rationalist, and situative/pragmatist-sociohistoric perspectives. This paper presents an argument for why, given the diversity and depth of play and learning research, a field of play and learning across the lifespan should be organized. It presents this work in terms of current criticisms of lifelong learning, especially its tendency to narrowly focus on learning that supports economic preparedness and argues that better organizing play and learning research into a field would help to advance its societal impact.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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