Play-Based Resources

Play-based Learning Annotated Bibliography.

Compiled November 2014 by Claude Zesseu.

Barblett, Lennie. "Why play-based learning?"  Every Child 16. 3 (2010). Web. November 1, 2014. ‹www.earlychildhoodaustralia.org.au/.../play-based-learning-free-article/›.
This resource describes the characteristics of high-quality play-based learning centres, focusing in particular on the positive influence of active indoor and outdoor play, music and adult-led modelled physical activities. It further examines ways in which the physical, the socio-emotional, the intellectual and temporal (timeline of activities) environments can be harnessed and improved upon to foster productive and efficient play-based learning programs. 

Brown, Laura Lewis. Comparing Preschool Philosophies: Play-Based vs Academic. n.d. Web. November 2, 2014. ‹http://www.pbs.org/parents/education/going-to-school/choosing/comparing-preschool-philosophies/›.

In this article, Laura Lewis Brown contrasts the benefits of play-based learning with those of academic learning. With respect to play-based learning, she describes its unusual physical learning environment that may lead some skeptics to think that such playful environment may not enhance learning. Making frequent references to pertinent expert knowledge and research, the article argues that play-based learning focuses on children’s unique interests and encourages learners to steer their own learning through play. Academic learning, the paper contends, is more teacher-centered because the instructor seeks little or no student input during lesson planning, lesson instruction and student assessments.

Christakis, Erika and Nicholas Christakis. Want to get your kids into college? Let them play. Special to CNN. December 29, 2010. Web. November 1, 2014. ‹www.cnn.com/2010/OPINION/12/29/christakis.play.children.learning/›.

In this Cable News Network (CNN) special report, Erika Christakis, an early childhood teacher and former preschool director, and Nicholas Christakis, a physician, professor and sociologist, critically examine play-based learning and skills-based learning. Using empirical evidence garnered from observing their students and from an in-depth analysis of relevant curricular materials, the authors submit that play-based curricula foster self-regulation, better learning skills, strong interpersonal competencies and solid problem resolution abilities, while the drill and kill skill-based learning, on the contrary, inhibits social skills and impedes learners from capturing the theory of mind (that is, the capacity to understand that ideas, beliefs and needs differ distinctively among human beings).

CMEC. CMEC Statement on Play-Based Learning. n.d. Web. Nov 1, 2014. ‹http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf›.

This text is a position statement by the Council of Ministers of Education of Canada on play-based learning. The text describes the consubstantial relationship between play, innovation and creativity. Drawing on the Ontario Full Day Early Learning Kindergarten Program, 2010, the BC Early Learning Framework, 2008, and on the works of educationists (Lev Vygotsky, Fraser Mustard, David Elkind), the resource underscores the key benefits of play in relation to problem resolution, emotional health, physical wellbeing and intellectual development.

Elementary Teachers’ Federation of Ontario (ETFO). Playing is Learning. n.d. Web. Nov 1, 2014. ‹http://earlylearningcentral.ca/?page_id=1192›. 

This website defines play, examines its benefits, forms, rules and instructional aspects. It also suggests strategies, materials and classroom conditions that would facilitate the integration of play into learning activities in the classroom setting.

Government of Newfoundland and Labrador. The Power of Play. Last Updated: November 7, 2014. Web. November 9, 2014. ‹www.ed.gov.nl.ca/edu/earlychildhood/power.html›.
This website run and maintained by the government of Newfoundland and Labrador underscores the influence of play on the cognitive, physical, social and emotional development of children. In a section devoted to questions and answers, it defines play, the nature of play, its importance and learning dimensions, as well as the place it should occupy in daily family schedules. It also proposes a section containing articles describing play, its power and natural aspects, and its indispensability. The website’s attractiveness resides partly in its multilingual posters on the power of play, posters in which children present their dream careers in a playful manner. The portal’s audio and video materials sensitize families and the community on the irreplaceable role of play in early childhood learning and development.

Hammer, Kate. "EQ over IQ: How play-based learning can lead to more successful kids". The Globe and Mail. June 13, 2011 - 11:04 AM. Last updated October 2, 2012 - 1:56 PM. Web. November 9, 2014. ‹http://www.theglobeandmail.com/news/toronto/kindergarten/eq-over-iq-how-play-based-learning-can-lead-to-more-successful-kids/article558491/›.
In her article, The Globe and Mail education reporter Kate Hammer hails the Ontarian and British-Columbian full-day kindergarten play-based learning programs and presents arguments in defence of the promotion of emotional intelligence and self-regulation in early childhood education. Hinging her submissions on the Stanford Marshmallow Experiment on self-regulation conducted by Walter Mischel on preschoolers, the author contends that play-based learning, as opposed to an IQ-based learning, would enable children develop self-control, better interpersonal and cooperative skills, superior adaptive and socio-emotional capabilities and strong intellectual abilities. 

Hoisington, Cynthia. Let's Play! Using Play-Based Curriculum to Support Children's Learning throughout the Domains. n.d. Web. Nov 1, 2014. ‹http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=453›.
In this article, Cynthia Hoisington scrutinizes play as a dynamic process steered and harnessed by students to enhance their own learning not only in numeracy and literacy, but also in physical education and socio-emotional health. In order for students to draw these benefits from play, the article recommends strategies that teachers can adopt to create synergies between play, curriculum units, the learning environment, learning goals and preschool outcomes.

Michaelis, Sarah. The New Play-Based Kindergarten Curriculum Explained. July 21, 2014. Web. Nov 1, 2014. ‹http://tvoparents.tvo.org/article/new-play-based-kindergarten-curriculum-explained›.

In her piece, Sarah Michaelis defines play-based learning through the prism of the Ontario Play-based Kindergarten Curriculum. Her article also highlights the differences between the new Ontario Play-based Kindergarten Curriculum and the previous Kindergarten Curriculum by examining the relationships between play and the six key learning areas of the new curriculum (Personal and Social Development, Language, Mathematics, Science and Technology, Health and Physical Activity, Arts). The piece, via hyperlinks, connects the reader to supplementary resources related to instructional differentiation and home play-based learning.

National Science and Technology Centre (Australia). Play-based science activities for early learners. n.d. Web. November 2, 2014. ‹http://www.raising-readers.org/documents/filelibrary/familyprograms/science/scienceplay_booklet_827F4FE438223.pdf›.

This resource, prepared and shared by the Government of Australia, contains scientific plays that can help preschoolers explore science. Scientific plays presented in the resource would engage children to think in a critical way while tackling science themes like air, sound, light, reflection, colour, mixtures, classification, textures, plants, animals, measurement, etc. The resource also highlights the kind of dialogue that adults should have with preschoolers with respect to scientific plays.

Northern Territory Government (Australia). Play-based learning. n.d. Web. November 1, 2014. ‹http://www.education.nt.gov.au/__data/assets/pdf_file/0015/960/play-based_learning.pdf›.
This resource, prepared by Australia’s Northern Territory Government, addresses the significance and the characteristics of play-based learning and provides a description of the skills that children learn and develop from play. It also suggests some practical ways in which parents, teachers and the community can support children’s play.

Ontario Ministry of Education. Making Thinking and Learning Visible Through Play-based Learning. 2010. Web. Nov 1, 2014. ‹http://www.edugains.ca/resourcesKIN/Video/Guides/ELK-VideoGuide_PlayBased.pdf›.
This resource, among others, uses video material to educate teachers on the type of questions they could deploy to facilitate reflection and discussions bearing on play-based learning. The video material addresses the following: the role of the teacher in students’ plays; play-based learning lesson planning; the use of documentation, differentiation, observations and scaffolding in play-based learning; the extension and co-construction of knowledge in play-based learning; the participation of families in discussions centred on the benefits of play-based learning; the establishment of links between play-based learning and self-regulation.

Ontario Ministry of Education. What will my child learn and do? – Ontario. Last Modified: 6/9/11 11:42:06 AM. Web. Nov 1, 2014. ‹www.edu.gov.on.ca/kindergarten/whatwillmychildlearnanddo.html›.

This resource describes what a typical day looks like in Ontario full-day kindergartens that run a play-based learning program. It does not only point out the role of the teacher and the early childhood educator working in play-based learning contexts, but it also highlights the central role of curriculum documents in structured play-based learning. The resource further suggests some play-based learning activities related to exploration and investigation, creative thinking, observation and learning, before- and after-school programs.

YWCA Metro Vancouver. Play-based learning activities at the YWCA. June 13, 2014 - 11:46. Web. November 9, 2014. ‹www.ywcavan.org/blog/2014/06/play-based-learning-activities-ywca›.

This website proposes concrete examples of play-based activities. The strength of the site resides in the fact that it categorises play into four distinct groups, namely sensory play, cognitive play, dramatic play and manipulative play. With respect to sensory play, the website presents some activities (sand and water play, finger painting, texture play) that foster the curiosity and sensory experience of children. Describing cognitive play, the website presents some activities (blocks, puzzles) that could enhance children’s ability to identify colours, sizes and spatial relationship as well as their capability to classify, sort and build items. Addressing dramatic or pretend play, the website argues that this type of play would enhance social, linguistic and problem-solving skills and suggests that children can garner these skills when they play with dolls, toy cars and toy trucks. On the subject of manipulative play, the website states that this type of play enhances children’s ocular, kinesthetic and tactile coordination skills. Such fine motor skills, the website argues, could be fostered via play-related activities like button sorting, beading, threading, typing, shoe lacing, writing, (un)buttoning and dressing.