Playful pedagogy for deeper learning: exploring the implementation of the play-based foundation phase in Wales. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Wainwright, Nalda; Goodway, Jackie; Whitehead, Margaret; Williams, Andy; Kirk, David
• Is Part Of: Early child development and care. Volume 190:Issue 1(2020)
• Page Start: 43
• Page End: 53
• Publication Date: 2020-01-02
• Subjects: Play -- outdoor learning: pupil engagement; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2019.1653551
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: The Welsh foundation phase is a play-based curriculum for 3–7-year-olds advocating outdoor and experiential approaches to learning. Play-based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play-based on a series of cues. Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three-year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres suggests increased involvement in learning may result in deeper learning.