ARTICLE 1

Title : A Continuum Of Play-Based Learning : The Role Of The Teacher in Play Based
Pedagogy and The Fear of Hijacking Play

Writers : Angela Pyle and Erica Danniels

Problem Statement :
This study focuses on issues related to preschool teachers' uncertainty regarding the
pedagogical approach of game-based learning among kindergarten students in Ontario,
Canada. Current education policy mandates the use of game-based learning as a practice in
kindergarten (Ontario Ministry of Education [OME], 2011). As a result, preschool teachers in
Ontario are now facing curriculum challenges that focus on student academic achievement
through game-based pedagogy. In this regard, this study is important to carry out to help
preschool teachers implement a pedagogical approach to game-based learning.

Research Objective :
The objectives of this study were to examine teachers' perspectives on the purpose of
classroom play, the role of play in children's learning, and the role of teachers in student play.

Research Questions :
1. What is the purpose of implementing game-based learning in the classroom?
2. What is the role of games in children's learning?
3. What is the role of teacher in student play?

The Theory Used : Vygotsky's Theory of Cognitive Development

Data collection techniques:

 Using qualitative method and inductive analytical approach.
 Data collection through observations and interviews.
 Observations focus on the classroom environment and playing time, whether it is child
led or teacher directed. Observation data is recorded through field notes, pictures, and
videos.

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  A semi-structured interview of approximately 60 minutes was conducted to examine
teachers' perspectives on the purpose of games in the classroom, the role of games in
children's learning, and the role of teachers in student play.

Validity / Reliability:
These recorded observation data were complemented by audio recordings and semi-structured
interviews with teachers. Researchers use triangulation methods that involve the use of multiple
methods to investigate similar phenomena.

Findings / Implications
 Child-directed play, collaboratively created play, and teacher-directed play all present
important opportunities for personal, social, and academic growth.
 Teachers need to shift away from the perspective that the teacher’s role is “to support
not tu disturb”,
 Play-based learning practices have been shown to positively influence children’s
learning of academic concepts more so than direct or free play alone.

Reference :

Angela Pyle & Erica Danniels (2017) A Continuum of Play-Based Learning: The Role of the
Teacher in Play-Based Pedagogy and the Fear of Hijacking Play, Early Education and
Development, 28:3, 274-289, DOI: 10.1080/10409289.2016.1220771

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 ARTICLE 2

Title : Use of Remedial Teaching Approachs For Dyslexic Students: Experiences of

Remedial Teacher Working in Urban Pakistan.

Writers : Maham Khalid and Gulnaz Anjum

Problem Statement :
Global estimates indicate that occurrence of dyslexia is about 10%meaning that there are more
than 700 million children and adults who struggle with this learning disability. In Pakistan, the
prevalence rate of dyslexia among children is 15–20% which means that about 12 million
children are in need of help (Ashraf & Majid, 2011). With that, this study was focus on exploring
teaching approaches used by Pakistani remedial teachers and their experiences with the use of
these learning approaches in order to understand the disorder better (dyslexic) and also to
decide the teaching approaches that would best help dyslexic students at the institutes in
Karachi.

Research Objective :
The objectives of this study was to examine the experiences of remedial teachers while
teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored
assessment related experiences, the effectiveness of these approaches, and the challenges
incurred by the teachers.

Research Questions :
1. What are the teaching approaches used by remedial teachers in teaching dyslexic students?
2. What are the mode of assessment used by remedial teacher for dyslexic students?
3. What are challenges incurred by the remedial teachers in teaching dyslexic students? .

The Theory Used :

This study used biological theories and these are automatization theory, phonological deficit
theory, and the magnocellular deficit theory.

Data collection techniques:

 Using qualitative method.

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  Criterion-based purposeful sampling was done for collecting data for this study.
 Data collection through semi-structured interviews.
 Interview guideline was used as an instrument for exploration.
 The interviews were conducted in person and were audio-taped and semi-structured.
Each interview took between 40 and 60 minutes for completion. Audiotapes were later
transcribed and any personal information of the participants was omitted.
 An Interpretive Phenomenological Approach (IPA) will be used for data analysis.

Validity / Reliability:
 In this research, the transcripts were reviewed twice, once after each interview and then
after completion of all interviews.
 In this study, there are two round of analyses data. First round of analyses was done
independently, which were followed by a second round of analyses for reaching a
complete consensus in meaning of the themes. After the themes and the contents were
finalized, the researcher shared the transcripts and the write up with two independent
local psychologists (an educational psychologist and a clinical psychologist) to gain
reliability of the findings.

Findings / Implications
 Based on this study, the researcher found that most remedial teachers agree that Orton-
Gillingham, Incremental, Technology assisted Learning, Integrative Approaches and
Play Therapy are the most useful and effective in teaching dyslexic students.
 In this study, the teachers shared that play therapy makes the lessons interesting and
fun for the students and they learn concepts faster than in the conventional teaching
methods.
 From this study, remedial teachers shared that most difficult aspects in teaching dyslexic
students. It was found that stigma and denial of dyslexic disorder by student’s
caregivers, slow progress, behavioral problems and incongruence in instructions are the
most difficult aspects that faced by remedial teachers in their teaching.

Reference

Maham, K. & Gulnaz, A. (2019). Use of Remedial Teaching Approachs For Dyslexic Students:
Experiences of Remedial Teacher Working in Urban Pakistan. Cogent Psychology, 1-18.

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 ARTICLE 3

Title : Towards Play Pedagogy: Supporting Teacher Play Practices With A Teacher Guide
About Sociodramatic and Imaginative Play

Writers : Eleni Loizou

Problem Statement :
This study focuses on the practice of teaching based games. Play is seen as a form of
communication where children find ways to have fun, communicate their knowledge of the
world, improve their skills and show off their needs. In this regard, games can be a way of
organizing learning in which teachers organize space and materials, and provide a context in
which children play as a result of their development and learning. This study emphasizes the
importance of the role and involvement of teachers in the implementation of game practice in
learning. So, this study is to explore how teachers' use of socio-dramatic and imaginative
games is used in teacher game teaching practice.

Research Objective :
The objectives of this study were to explore how the use of a teacher guide, about socio
dramatic and imaginative play, shaped teachers’ play practices.

Research Questions :
The research question explored in this study is :
 How does a teacher guide, focusing on socio-dramatic and imaginative play, shape in-
service and pre-service teachers’ play practices?’

The Theory Used : Vygotsky's Theory of Scaffolding Play

Data collection techniques:

 Using qualitative method.
 This study used purposeful sample since all of the participants attended a course on
Play: Learning and Development and one on Creative Drama during their undergraduate
studies.
 Data collection through documents, videos and reflective journals.

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Validity / Reliability:
The author with one of her doctoral students worked separately in analyzing the data employing
the thematic analysis and the constant comparison method. Besides that, to gain reliability of
the data, the researcher use triangulation data that involve the use of multiple form of data such
as video, documents and journals to investigate similar phenomena.

Findings / Implications
 Data show that teachers in the three different contexts, through the direct and indirect
implementation of the guide, began to develop a refined play epistemology; they
embarked on focused planning and critical reflection of their play practices. Their actions
illustrate how they begun to develop play pedagogy, one which supports them as play
educators and supports children towards mature forms of socio-dramatic and
imaginative play.
 This study confirms that teachers need explicit pedagogical support to begin to develop
sophisticated epistemology on play and implement play pedagogy.

Reference

Eleni Loizou (2017) Towards Play Pedagogy: Supporting Teacher Play Practices With A
Teacher Guide About Socio-Dramatic And Imaginative Play, European Early Childhood
Education Research Journal, 25:5, 784-795, DOI: 10.1080/1350293X.2017.1356574