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- W3008291010 abstract "Play serves as the source of learning and knowledge to children in an early age. Piaget’s cognitive theory supports that different exploration capacities develop andprogress as children mature through their play experiences. However, differentperspectives arise from this theory due to the greater demand for academics thanplay. Thus, this phenomenological study explored the perspectives and practices ofpublic early childhood educators on play. Five public school early childhoodeducators with 2-10 years of kindergarten teaching experiences were theparticipants. Findings showed that public school educators describe play as a meansof learning, enjoyment, exploration, and motivation. The participants demonstratedfull knowledge of the benefits of play to the development of the physical, mentaland emotional aspects which are necessary for learning. However, it was found outthat participants were challenged to practice and utilize play as a means of teachingand learning due to the limited provision of learning materials, classroom spacesand the large number of pupils including parent’s expectations. This study showedthat educators’ role is to practice knowledge and play an active role in utilizing andadvocating play as an effective strategy in teaching and learning." @default.
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- W3008291010 date "2018-10-29" @default.
- W3008291010 modified "2023-09-28" @default.
- W3008291010 title "Children’s Learning Through Play: Perspectives and Practices of Public School Early Childhood Educators" @default.
- W3008291010 doi "https://doi.org/10.35974/isc.v6i1.1230" @default.
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