The Educational Review, USA

ISSN Print: 2575-7938 Downloads: 238543 Total View: 3349200
Frequency: monthly ISSN Online: 2575-7946 CODEN: TERUBB
Email: edu@hillpublisher.com
Article http://dx.doi.org/10.26855/er.2022.11.001

Teachers and Children’s Play: Exploring Practices Through an Analysis of Vygotsky and Piaget Theories

Manal O. Alharbi

Early Childhood Education, Prince Sattam Bin Abdulaziz University, Saudi Arabia.

*Corresponding author: Manal O. Alharbi

Published: November 30,2022

Abstract

Jean Piaget and Lev Vygotsky remain two of the most influential philosophers in educational practices, especially in the early childhood field. Both theorists share the belief about the importance of play for children’s learning and development in early ages. Nevertheless, the two theorists do not share the same perspective regarding adult involvement in children’s play. This paper provides a summary of an international review of literatures of current research from different discipline in regard to teaching with a play-based curriculum approach. Studies from Canada, Australia, Hong Kong, and Finland were examined and reflected under Piaget and Vygotsky theories. The views of early childhood stakeholders, such as policy-makers, educators, teachers, and families impact play practices in the early childhood field. In light of Piaget’s cognitive development theory and Vygotsky’s socio-cultural theory, a reflection on the current play practices in early childhood is considered to support educators and policymakers in rethinking through their decisions and practices regarding the adult role in children’s play.

References

Ahmad, S., Ch, A. H., Batool, A., Sittar, K., & Malik, M. (2016). Play and cognitive development: Formal operational perspective of Piaget's Theory. Journal of Education and Practice, 7(28), 72-79. Retrieved from https://eric.ed.gov/?id=EJ1118552.

Bodrova, E., &Leong, D. J. (2015). Vygotskian and post-Vygotskian views on children's play. American Journal of Play, 7(3), 371-388. Retrieved from https://eric.ed.gov/?id=EJ1070266.

Hyvonen, P. T. (2011). Play in the school context? The perspectives of Finnish teachers. Australian journal of teacher education, 36(8), 5. http://dx.doi.org/10.14221/ajte.2011v36n8.5.

Hakkarainen, P., & Bredikyte, M. (2008). The zone of proximal development in play and learning. Cultural-historical psychology, 4(4), 2-11. Retrieved from https://psyjournals.ru/en/kip/2008/n4/Hakkarainen_full.shtml.

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational psychology interactive, 3(2), 1-5. Retrieved from https://intranet.newriver.edu/images/stories/library/stennett_psychology_articles/Piagets%20Theory%20of%20Cognitive% 20Development.pdf.

Joubish, M. F., & Khurram, M. A. (2011). Cognitive development in Jean Piaget’s work and its implications for teachers. World Applied Sciences Journal, 12(8), 1260-1265. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.390.6569&rep=rep1&type=pdf.

Keung, C. P. C., & Cheung, A. C. K. (2019). Towards holistic supporting of play-based learning implementation in kindergartens: A mixed method study. Early Childhood Education Journal, 47(5), 627-640. https://doi.org/10.1007/s10643-019-00956-2.

Piaget, J. (2013). Play, dreams and imitation in childhood. Routledge.

Piaget, J. (1962). Play, dreams, and imitation in childhood. Norton.

Piers, K. H. (Ed.). (1972). Play and development. Norton.

Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385-393. DOI: 10.1007/s10643-014-0666-1.

Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457-466. http://dx.doi.org/10.1080/00220671.2015.1118005.

Thomas, L., Warren, E., & DeVries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4), 69-75. https://doi.org/10.1177/183693911103600410.

Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41. Retrieved from https://books-google-com.ezproxy.lib.usf.edu/books?hl=en&lr=&id=0VIROZKuKNsC&oi=fnd&pg=PA34&dq= Interaction+between+learning+and+development&ots=8q24R_peUC&sig=2WnlmgbBVhsJMi1pjcXODxDpGbQ#v=onepage &q=Interaction%20between%20learning%20and%20development&f=false.

How to cite this paper

Teachers and Children's Play: Exploring Practices Through an Analysis of Vygotsky and Piaget Theories

How to cite this paper: Manal O. Alharbi. (2022). Teachers and Children's Play: Exploring Practices Through an Analysis of Vygotsky and Piaget TheoriesThe Educational Review, USA6(11), 668-674.

DOI: http://dx.doi.org/10.26855/er.2022.11.001