Exploring the use of play-based learning to provide challenge for gifted young learners

Abstract

The purpose of this study was to explore and obtain a deeper insight into the local scenario of Maltese Early Primary classrooms, by investigating the use of play-based learning as a means to motivate and increase challenge amongst highly able and gifted young learners. A qualitative approach was adopted, as different perspectives were sought, including the views of Early Years educators, school leaders, teacher educators and Educational Officers. The study involved six in-depth semi-structured interviews, presented in the form of abridged narratives, and one focus group interview. Furthermore, this research study also aimed to understand and examine the use of play-based learning as an effective inclusive strategy to stimulate the minds of young gifted learners whilst also meeting their diverse needs. The data yielded important aspects which ultimately led to the emergence of three main themes – the portraits and caricatures of giftedness as perceived by the participants, the significance of play pedagogy for young gifted minds, as well as the necessity for supportive environments for optimal learning that seems to impact the learning experiences of highly potential learners. Moreover, this inquiry also highlighted the challenging and limiting factors that hindered educators to incorporate play-based learning and cater for the highly able and gifted, in their daily classrooms. Thus, implications were suggested for teachers, teacher educators, school leaders and policy-makers in line to create more awareness on the development of young able students in mixed-ability classrooms.