dissertation on play based learning

Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom

• Published: 31 October 2019
• Volume 48 , pages 127–133, ( 2020 )

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• Meaghan Elizabeth Taylor 1 , 2 &
• Wanda Boyer 1  

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With a heavy increase in academic expectations and standards to be learned in the early years, educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences for children in kindergarten. To meet this challenge, there is a need to become familiar with the role of play in the classroom with an emphasis on developmentally appropriate practices such as play-based learning (PBL). PBL is child-centered and focuses on children’s academic, social, and emotional development, and their interests and abilities through engaging and developmentally appropriate learning experiences. This paper explores the definition of play-based learning (PBL), the theoretical frameworks and historical research that have shaped PBL, the different types of play, the social and academic benefits of PBL, and the ways in which educators can facilitate, support, assess, and employ technology to enhance PBL. The authors will conclude by reflecting on how teaching practices can be informed by evidence-based research to improve children’s learning experiences in the kindergarten classroom.

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Department of Educational Psychology and Leadership Studies, University of Victoria, 3800 Finnerty Road, Victoria, P.O. Box 1700, STN CSC, BC, V8W-2YC, Canada

Meaghan Elizabeth Taylor & Wanda Boyer

Sooke School District #62, Victoria, BC, Canada

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Taylor, M.E., Boyer, W. Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Educ J 48 , 127–133 (2020). https://doi.org/10.1007/s10643-019-00989-7

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Published : 31 October 2019

Issue Date : March 2020

DOI : https://doi.org/10.1007/s10643-019-00989-7

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