The comparison of guided Play, free Play and Direct instruction effects in children's learning of first grade science

Subject Areas : Research in Curriculum Planning

saber  abdolmaleki ¹ (Ph.D Student of Curriculum studies, Department of Curriculum studies, Faculty of Department of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran.)
mahbobeh  khosravi ² (Professor, Curriculum studies, Department of Curriculum studies, Faculty of Department of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran.)
Mostafa  Ghaderi ³ (Professor, Curriculum studies, Department of Curriculum studies, Faculty of Department of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran)
hassan  maleki ⁴ (Professor, Curriculum studies, Department of Curriculum studies, Faculty of Department of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran.)

Received: 2020-04-22 Accepted : 2021-01-20 Published : 2021-02-19

Keywords: guided play, Learning, Free play, Direct Instruction,

Abstract :

The goal of the research is the The comparison of guided Play, free play, and direct instruction effects in children's learning of first grade science. The current research methodology is quantitative experimental study with an inter group plan and frequent measurement. The research society is the all of the boy students of first grade in Tehran primary schools located in 11 district, and in the year 2019. A school was chosen through available sampling method from the research society and 24 students were chosen randomly as subjects, amuong the students of first grade in that school, through sortition and divided into 3 groups, with contain 8 students. The research tool is a researcher made test about topic of Magnet in the first grade science book.The tool stability was investigated by “Kuder-Richardson” method and the amount was 0.86. The tool salability was examined by teachers through context stability and confirmed. Data analyzing was done by Analysis of variance (one in between) used spss software version 20. The result refer there is a meaningful variance in 0.05 level amoung the three types of learning ways:guided Play, free play and direct instructions.Also the groups comparison in learning, with considering the interactive effect express that the guided play method is more effective than the other three methods in the magnet topic learning (p<05/0). The reduce of learning in the guided play group is less than the other two methods. Up the gained results guided play method helps to learn The magnet topic for students.

References:

Abdolmaleki,S. (2017).Free play: definition and components in early childhood education. Rosh, quarterly bulletin. Vol 38: 48-51.

 

Abdolmaleki, S. (2018). Guided play a rich approach in early childhood teaching –learning process. Rosh, quarterly bulletin. Vol 40: 38-40.

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1–18.

Assare, A., Emam Jom’e, Mohammadrez,S., Asadpour, S. (2015). The impact of teaching science with context-based approach on the 7th grade students academic achievement. Educational Innovations, 14(4), 150-172.

Basilio, M., & Rodríguez, C. (2017). How toddlers think with their hands: Social and private gestures as evidence of cognitive self-regulation in guided play with objects. Early Child Development and Care, 187(12), 1971-1986.

Briggs, M., & Hansen, A. (2012). Play-based learning in the primary school. London: SAGE.

Catalano, H. (2018). the importance of free play in early childhood and primary school education critical analysis for romania. Educational Research Applications (ISSN: 2575-7032).

Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105.

Dickinson, D. K., K. Hirsh-Pasek, R. M. Golinkoff, A. Nicolopoulou, and M. F. Collins. (2013). “The Read-PlayLearn Intervention and Research Design.” Paper presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA, April 18–20.

Eason, S. H., & Ramani, G. B. (2018). Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities. Child development.

Educational Research and Plannin Organization (2017). First-grade science teacher's guide53. Tehran: Publications of the General Office of Educational Materials Publication and Distribution Supervision.

Ferrara, K., Hirsh-Pasek, K., Newcombe, N. S., Golinkoff, R. M., & Lam, W. S. (2011). Block talk: Spatial language during block play. Mind, Brain, and Education, 5, 143–151.

Fisher, K. R., Hirsh‐Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers' acquisition of geometric knowledge through guided play. Child development, 84(6), 1872-1878

Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D. G., & Berk, L. (2011). Playing around in school: Implications for learning and educational policy. In A.D. Pellegrini (Ed.), The Oxford Handbook of the Development of Play (pp. 341-360). New York, NY: Oxford University Press.

Frost J. L., Wortham, S. C., & Reifel S. (2012). Play and Child development (4th edition). New Jersey: Pearson Education, Inc

Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J. S. Carlson & J. R. Levin (Eds.), Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology (pp. 1–99). Greenwich, CT: Information Age.

Gray, P. (2011). The evolutionary biology of education: How our hunter-gatherer educative instincts could form the basis for education today. Evolution: Education and Outreach, 4(1), 28 40.

Gray, P. (2013). Free to Learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York, NY: Basic Books.

Hansen, L. M. (2018). Teaching Academic Concepts in a Play-Based Preschool Environment: A Case Study of Guided Play across Three Classrooms. Doctoral Dissertations. 432.

Hirsh-Pasek, K. G., Golinkoff, R., Berk, L., & Singer, D. (2009). A mandate for playful  learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.

Hirsh-Pasek, K., Zosh, J., Golinkoff, R. M., Gray, J., Robb, M., & Kaufman, J. (2014). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16 (1), 3–34.

Hirsh-Pasek, K., & Golinkoff, R. M. (2011). The great balancing act: Optimizing core curricula through playful learning. In E. Zigler, W. Gilliam, & S. Barnett  & W. Gilliam, The preschool education debates. Baltimore, MD: Paul H. Brookes.

Honomichl, R. D., & Chen, Z. (2012). The role of guidance in children's discovery learning. Wiley Interdisciplinary Reviews: Cognitive Science, 3(6), 615-622.

Jensen, H., Pyle, A., Alaca, B., & Fesseha, E. (2019). Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms. Early Years, 1-15.

Ji, J. (2019). Parent Scaffolding During Guided Play and Children's Spatial Ability (Doctoral dissertation, Cornell University).

Krajcik, J. S., & Czerniak, C. M. (2014). Teaching science in elementary and middle school: A project-based approach. Routledge

LaGamba, E. (2018). An Investigation of Read-Alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool (Doctoral dissertation, University of Pittsburgh).

Mayer, R. E. (2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology website, http://teachpsych. org/ebooks/asle2014 /index.php.

Nilsson, M., Ferholt, B., & Lecusay, R. (2018). ‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood, 19(3), 231-245.

Ogan, A., and Laura E. B. (2009). “Effects of Two Approaches to Make-Believe Play Training on Development of Self-Regulation in Head Start Children.” Paper presented at the biennial meeting of the Society for Research on Child Development, Denver, CO.

palma, M.S. & Pereira, B. O and Valentini, N.C. (2014).Guided play and free play in an enriched environment: Impact on motor development. Motriz, Rio Claro. 20 (2), p.177-185.

Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. Retrieved from The Lego Foundation website: https:// www.legofoundation.com Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms.

Sawyer, J. E., & Goldstein, T. (2019). Can Guided Play and Storybook Reading Promote Children’s Drawing Development?. Empirical Studies of the Arts, 37(1), 32-59.

Shuell, T. J. (1990). Phases of meaningful learning. Review of Educational Research, 60 (4), 531– 547. doi:10.3102/00346543060004531.

Sliogeris, M., & Almeida, S. C. (2019). Young Children’s Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play. Research in Science Education, 49(6), 1569-1593.

Talkhabi M, Bagheri Noaparast K, Bozorgi A, Sahafi L, Mohammadi A. (2016). The Coherence Between Cognition and Emotion in Education. Advances in Cognitive Sciences. 18 (3):68-79

Thomas, L., Warren, E. & De Vries, E. (2011). Play- based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4).,69-75.

Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., ... & Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 1-17.

Toub, T. S., Rajan, V., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Guided play: A solution to the play versus learning dichotomy. In Evolutionary perspectives on child development and education (pp. 117-141). Springer, Cham.

Weisberg, D. S., & Zosh, J. M. (2018). How guided play promotes early childhood learning. Encyclopedia on Early Childhood Development, eds Tremblay RE, Boivin M., Peters R., editors. (Montreal: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.), 1-4.

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., & McCandliss, B. D. (2014). Mise en place: Setting the stage for thought and action. Trends in Cognitive Sciences, 18(6), 276-278.

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177-182.

Weisberg, D.S., Hirsh-Pasek, K., & Golinkoff, R.M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7 (2), 104-112.

Wolfe, C. R., Cummins, R. H., Myers, C. A., & Cedillos, E. M. (2015). Scientific inquiry and exploratory representational play. In D. P. Fromberg & D. Bergen (Eds.), Play from birth to twelve: contexts, perspectives and meanings (3rd ed., pp. 207–215). New York: Routledge.

Yeboah, L. (2015). Why Not Play: Incorporating Play into the Kindergarten Literacy Curriculum.. Student Research Submissions. 201. https://scholar.umw. edu/student_ research/201

Zhu, X. (2015). “Machine teaching: an inverse problem to machine learning and an approach toward optimal education,” in Proceedings of the AAAI Conference on Artificial Intelligence, Madison, WI.

Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In Creative Contradictions in Education (pp. 165-180). Springer, Cham.

Zosh, J.M., Brinster, M., & Halberda, J.P. (2013). Inference is better than instruction. Poster presented at the biennial meeting of the Society for Research in Child Development. Boston, MA.