Play-based pedagogy: An approach to advance young children’s holistic development

Abstract

Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.

Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.

Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.

Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.

Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.

Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.