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Playful pedagogy for deeper learning: exploring the implementation of the play-based foundation phase in Wales

  • Nalda Wainwright
    ,
  • Jacqueline D. Goodway
    ,
  • Margaret Whitehead
    ,
  • Andy Williams
    ,
  • David Kirk
Research Output: Contribution to journal Article Peer-review

Abstract

The Welsh foundation phase is a play-based curriculum for 3–7-year-olds advocating outdoor and experiential approaches to learning. Play-based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play-based on a series of cues. Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three-year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres suggests increased involvement in learning may result in deeper learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 43-53

Journal (Volume, Issue Number)

Early Child Development and Care (Volume 190, Issue 1)

Publication milestones

  • Accepted/In press - 01/12/2018
  • Published - 18/09/2019

Publication status

Published - 18/09/2019

ISSN

0300-4430

External Publication IDs

  • handle.net: 10547/624124
  • Scopus: 85073956170

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