Title: Examination of a Play-based Learning Curricula Integrating Developmental Benefits in Free-play and Academic Value
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Live-Stream Presentation
Authors:
Hsuehi Lo, St. Cloud State University, United States
Abstract:
The purpose of this study is under play-based curriculum in early years to exam the relationship between students’ free-play and their academic benefits. Play-based learning can help students to develop their motivation in the subject. One concern, researchers have, is the academic value in play-based environment. Both developmental and academical learning are important components in early years through play-based learning. A systematical training in play-based learning is the key to control the quality between students’ development and academic performance. The research question is to exam the relationship between 2nd -3rd graders’ free development in play-based math lessons and their academic performance in the lessons. Pre-service teachers (n=128), with formal play-based training, participated in this study. They designed their play-based math units and implemented units to 2nd and 3rd grade classrooms, in central Minnesota, the U.S. for three weeks. Longitude research method implemented in this study for three years. Data collection included pre-service teachers’ survey, and pre and posttest students’ academic performance. Kendall's τ coefficient and related statistics tools were used to analyze the data. The finding showed teachers, with understanding math better, performed higher pedagogical content knowledge to design and implement play-based learning tasks. Students’ test outcomes showed high academic value in free-play developmental math lessons. The conclusion of this research showed positive correlation between students’ free-play development and their academic value in math lessons only when pre-service teachers provided meaningful play-based learning tasks to students. Teachers’ level of understanding math may affect the quality of play-based curriculum.
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