Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
This paper examines contemporary developments in play and pedagogy in early childhood education settings, drawing on Malaysian policies and international play scholarship. The study explores and analyses some of the challenges inherent to incorporating play into classroom practice, which is occurr...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Canadian Center of Science and Education
2015
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/5771/1/FH02-FKI-15-02543.jpg http://eprints.unisza.edu.my/5771/ |
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| Summary: | This paper examines contemporary developments in play and pedagogy in early childhood education settings,
drawing on Malaysian policies and international play scholarship. The study explores and analyses some of the
challenges inherent to incorporating play into classroom practice, which is occurring in four types of preschool
classroom settings in Malaysia. It investigates the implementation of play in each of these settings. Established
principles about play and learning are reified in many curriculum guidelines, alongside recommendations for the
role of adults in linking play provision with their pedagogical strategies. Play is also located within
contemporary discourses about quality and effectiveness, with a specific focus on ‘educational’ play (Wood,
2010). Although policy texts and policy-oriented research have provided positive validations for play as integral
to ‘effective practice’, there remain significant challenges in conceptualizing the play-pedagogy relationship.
Linking play with defined educational outcomes and effectiveness agendas also raises questions about the
regulation of play through dominant policy discourses and practices. Drawing on critical and post developmental
theories, some of the key principles underpinning play and pedagogy are scrutinized here. It will be argued that
some of the essential truths about play can also be seen as myths, which need to be contested in the light of
contemporary concerns with diversity, power and control and how these relate with educational settings. |
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