The experience of teachers who merge playfulness with formal learning in Years 1 and 2

Abstract

Jones and Reynolds (1992) affirm that ‘‘young children learn the most important things not by being told but by constructing knowledge for themselves in interaction with the physical world and with other children – and the way they do this is by playing’’ (p. 1). Although play is imperative for learning to take place, research carried out both locally and overseas indicates that there is a substantial discrepancy in the pedagogy adopted throughout kindergarten vis-à-vis the year 1 class. The latter is apparent since upon commencing year 1, the focus shifts from learning through play to learning and enhancing academic skills. This has been highlighted by a wide range of researchers including Inguanez (2013). The data for this study was compiled through four semi-structured interviews with educators who strongly believe that learning cannot take place unless it is enacted through play. Findings demonstrated that teaching through play is both demanding and challenging and for this reason educators are to possess specific characteristics that enable such approach to be successfully implemented. Conversely, although the National Curriculum Framework (NCF) promotes the use of a playful pedagogy throughout the early years, educators still encounter instances in which they have to reduce or utterly eliminate play from lessons and activities. Hence, this study secures further understanding in this regard. Moreover, this study also explores possibilities of the manner in which play activities could be appropriately valued as a teaching tool.