ABSTRACT

Different approaches to implementing ‘learning through play' exist in many countries due to different understandings of the concept of play. In Indonesia, teachers implement play in a structured way following certain play developmental stages, where the focus is on children’s academic outcomes, rather than the development of concepts as part of children’s play. This paper seeks to explore how teachers shift their pedagogical practices from a formal model of play to a playworld approach, that is used as an intervention in this educational experiment study. The playworld emphasises the nexus between play, learning, and cultural contexts as equally essential. In the larger study, video observations of nine teachers interacting with 38 children (18 boys; 20 girls; 3.5–5 years; mean age of 4.4 years) during group-play activities (98 hours) and interviews were analysed. Informed by the cultural-historical theory, this paper focuses on the shift of pedagogical practices from structured and teacher-directed play practices to teacher’s role-play pedagogy reflected in teachers’ roles and understanding. The teachers’ role-play pedagogy assists teachers’ learning and the transition process from the traditional practices to the playworld practices. Thus, this pedagogy has the potential to be an important step in the playworld implementation in children’s learning.

摘要

由于对游戏概念的不同理解，许多国家实施“通过游戏学习”的方法也不同。在印度尼西亚，教师在某些游戏发展阶段之后以结​​构化的方式实施游戏，其中重点是儿童的学业成绩，而不是将概念发展作为儿童游戏的一部分。本文旨在探索教师如何将他们的教学实践从正式的游戏模式转变为游戏世界方法，该方法被用作本教育实验研究的干预手段。游戏世界强调游戏，学习和文化背景之间的联系同样重要。在较大的研究中，视频观察了9位教师与38个孩子（18个男孩； 20个女孩； 3.5-5岁；平均年龄为4岁）互动的情况。4年）在小组游戏活动（98小时）和访谈中进行了分析。在文化历史理论的指导下，本文着重研究教学实践从结构化和以教师为主导的游戏实践向体现在教师角色和理解上的教师角色扮演教学的转变。教师的角色扮演教学法有助于教师的学习以及从传统实践向游戏世界实践的过渡过程。因此，这种教学法有可能成为儿童学习游戏世界中重要的一步。教师的角色扮演教学法有助于教师的学习以及从传统实践向游戏世界实践的过渡过程。因此，这种教学法有可能成为儿童学习游戏世界中重要的一步。教师的角色扮演教学法有助于教师的学习以及从传统实践向游戏世界实践的过渡过程。因此，这种教学法有可能成为儿童学习游戏世界中重要的一步。