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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: Norsuhaily, Abu Bakar, Abdul Hakim, Abdullah, Nadhirah, Nordin
Format: Article
Language:English
Published: Canadian Center of Science and Education 2015
Subjects:
L Education (General)
Online Access:http://eprints.unisza.edu.my/5771/1/FH02-FKI-15-02543.jpg
http://eprints.unisza.edu.my/5771/
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spelling my-unisza-ir.57712022-09-13T04:43:15Z http://eprints.unisza.edu.my/5771/ Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences Norsuhaily, Abu Bakar Abdul Hakim, Abdullah Nadhirah, Nordin L Education (General) 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. Canadian Center of Science and Education 2015-01 Article PeerReviewed image en http://eprints.unisza.edu.my/5771/1/FH02-FKI-15-02543.jpg Norsuhaily, Abu Bakar and Abdul Hakim, Abdullah and Nadhirah, Nordin (2015) Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences. Asian Social Science, 11 (4). pp. 234-245. ISSN 19112017 [P]
institution Universiti Sultan Zainal Abidin
building UNISZA Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sultan Zainal Abidin
content_source UNISZA Institutional Repository
url_provider https://eprints.unisza.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Norsuhaily, Abu Bakar
Abdul Hakim, Abdullah
Nadhirah, Nordin
Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
description 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.
format Article
author Norsuhaily, Abu Bakar
Abdul Hakim, Abdullah
Nadhirah, Nordin
author_facet Norsuhaily, Abu Bakar
Abdul Hakim, Abdullah
Nadhirah, Nordin
author_sort Norsuhaily, Abu Bakar
title Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
title_short Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
title_full Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
title_fullStr Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
title_full_unstemmed Developing integrated pedagogical approaches in play pedagogy: Malaysian experiences
title_sort developing integrated pedagogical approaches in play pedagogy: malaysian experiences
publisher Canadian Center of Science and Education
publishDate 2015
url http://eprints.unisza.edu.my/5771/1/FH02-FKI-15-02543.jpg
http://eprints.unisza.edu.my/5771/
_version_ 1744358537516023808
score 13.211869

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