Journal articles: 'Play in schools'

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Hudspeth, Edward F. "Play therapy in schools." International Journal of Play Therapy 25, no. 2 (April 2016): 53. http://dx.doi.org/10.1037/pla0000027.

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Dickey, Kristi, Kathryn Castle, and Karie Pryor. "Reclaiming Play in Schools." Childhood Education 92, no. 2 (February 12, 2016): 111–17. http://dx.doi.org/10.1080/00094056.2016.1150742.

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Sheese, Judy, and Terry P. McDaniel. "Assessing Schools: Not Child's Play." Kappa Delta Pi Record 38, no. 2 (January 2002): 68–72. http://dx.doi.org/10.1080/00228958.2002.10516345.

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Landreth, Garry L., Dee C. Ray, and Sue C. Bratton. "Play therapy in elementary schools." Psychology in the Schools 46, no. 3 (March 2009): 281–89. http://dx.doi.org/10.1002/pits.20374.

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Maciaszek, Kamil. "Play in Poland. Promoting play in Gedania 1922 Preschool and CreoGedania alternative school." Homo Ludens, no. 1 (13) (December 15, 2020): 117–31. http://dx.doi.org/10.14746/hl.2020.13.7.

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This paper presents five years of introducing free play into Gedania 1922 preschool, based in Gdańsk (Poland). Attention is also drawn to the presence of play in Polish schools and the necessity of conducting changes in education, which would involve the introduction of free play in schools and increased emphasis on building soft skills in children. These skills could also be supported through free play.

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Blatchford, Peter. "The State of Play in Schools." Child Psychology and Psychiatry Review 3, no. 2 (May 1998): 58–67. http://dx.doi.org/10.1017/s1360641798001488.

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This paper concentrates on children's play during school breaktimes. Though neglected by researchers, it is one of the few occasions when children can play and interact in a relatively safe environment, free of adult control. The paper reports on a recent programme of research at the University of London Institute of Education. There are signs that the prevalence of a negative view about breaktime in schools is leading to more deliberate management and supervision of breaktimes, and a reduction in duration. Breaktime can be a time when aggression, teasing, and bullying take place, but this paper also reviews positive aspects of peer relations and games at breaktime, including opportunities for friendship development, social competence, and peer culture. An important challenge facing schools is achieving a balance between control over pupil behaviour, while facilitating pupil independence and social development.

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Blatchford, Peter. "The State of Play in Schools." Child and Adolescent Mental Health 3, no. 2 (May 1998): 58–67. http://dx.doi.org/10.1111/1475-3588.00213.

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Cherkowski, Sabre, and Keith Walker. "Purpose, passion and play." Journal of Educational Administration 54, no. 4 (July 4, 2016): 378–92. http://dx.doi.org/10.1108/jea-10-2014-0124.

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Purpose – The purpose of this paper is to identify and elaborate on the construct of flourishing in schools as understood through the stories and explanations provided by a small group of public school principals. Framed within a positive organizational perspective, the specific objectives of this study are: to identify how school leaders understand and experience flourishing in their roles and in their schools; to explore the conditions, catalysts and/or galvanizing forces of flourishing in schools. Design/methodology/approach – The researchers used an electronic Delphi survey to gain a qualitative description of the understandings and impressions of the construct of flourishing from the perspective of practicing school administrators in one school district in central British Columbia. Delphi responses were aggregated after each round and thematically analysed to determine patterns and trends for further examination through progressive iterations of the survey administered via e-mail. The final set of data were then analysed for patterns, trends and themes that were compared and contrasted against research findings in the literature underpinning the theoretical framework for this study. Findings – While there was no single definition of what it means to flourish in the work of school leadership, shared descriptions from these principals indicated that they feel a sense of flourishing when they are working together with teachers from a sense of purpose and passion and in a spirit of play to cultivate learning climates that reflect a shared ownership for improving educational experiences for students. These initial findings provoke thinking about the potentials and benefits of shifting the focus of research and practice in educational leadership towards more positive, strengths-based perspectives. Research limitations/implications – The sample size was small, and so generalizing findings beyond this study is unreasonable. Further, because the researchers separated participant information from responses in order to safeguard anonymity and to aggregate the responses to provide these back to participants for their further elaboration and reflections, they were unable to determine whether particular responses were connected to context (elementary or secondary, size of school, years of experience as an administrator), gender or other demographic factors. However, the use of the electronic Delphi instrument provided insights on engaging school principals in thoughtful inquiry as participants, while respecting the busy workload and time constraints associated with the work of school principals. Practical implications – Attending to well-being in the work of leading schools is an under-researched area of educational leadership. This study is an example of how researching educational leadership from a positive, strengths-based, human development perspective may provide useful insights for supporting principals and other educators to notice, nurture and sustain a sense of flourishing in their work and across the school. While further research is needed to examine the construct of flourishing across a diverse range of school organizations, the findings from this study provoke thinking about the benefits of studying what goes well, what brings vitality and a more full sense of humanity in the work of leading school organizations. Originality/value – The researchers use a new perspective for examining and explaining the phenomenon of flourishing in schools, a positive organizational research orientation. The use of this strengths-based, positive, human development approach to examining the construct of flourishing from the perspective of school principals can offer new insights and strategies for attending to well-being as an integral part of the work of leading schools.

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Shoaga, Opeyemi, Folorunso Ajasa, and Sesan Olatunde Mabekoje. "Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (June 30, 2019): 28–39. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.115.

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This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.

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Sinaga, Reflina, and Ester Julinda Simarmata. "Constructive Play on Numeracy Skills in Elementary School." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (October 26, 2020): 1644–50. http://dx.doi.org/10.33258/birle.v3i4.1301.

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The research objective in this paper is to find out how constructive games are on numeracy skills in elementary schools. This research is expected to contribute to schools and enrich the results of existing research and can provide an overview of how constructive play is on numeracy skills in elementary schools. This research is a type of classroom action research. This type of classroom action research used in this research is collaborative, namely that the person who will take the action must also be involved in the research process. In this activity, all who are involved in this research are full involved in the process of planning, acting, observing, and reflecting.

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Sleet, David A. "Differences in the Social Complexity of Children's Play Choices." Perceptual and Motor Skills 60, no. 1 (February 1985): 283–87. http://dx.doi.org/10.2466/pms.1985.60.1.283.

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Game preference was used to determine the social complexity of play choices among 162 fourth grade school children living and playing in inner-city, suburban, and rural settings. Boys exhibited significantly higher play-socialization scores than did girls. Social complexity of play and chronological age, in months, were significantly correlated .76 among the sample of inner-city girls. Children from rural schools preferred play requiring less social complexity than children from inner-city or suburban schools. Opportunities for group and team play for boys and within inner-city schools and neighborhoods may best explain differences in these children's play preferences.

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Stickley, Victoria K., Joel H. Muro, and Pedro J. Blanco. "Collaborating University Play Therapy Programs with Elementary Schools: Alleviating School Counselor Stress." Open Journal of Education 1, no. 5 (2013): 143. http://dx.doi.org/10.12966/oje.09.03.2013.

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Blalock, Sarah M., Natalya A. Lindo, Maria Haiyasoso, and Molly K. Morman. "Child-Centered Play Therapists’ Experiences of Conducting Group Play Therapy in Elementary Schools." Journal for Specialists in Group Work 44, no. 3 (July 3, 2019): 184–203. http://dx.doi.org/10.1080/01933922.2019.1637985.

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Hewson, Claire. "Play on: why schools need to make music." Primary Teacher Update 2015, no. 50 (November 2, 2015): 41–45. http://dx.doi.org/10.12968/prtu.2015.50.41.

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Duryea, Elias J. "Doubling: Enhancing the Role Play Technique in Schools." Journal of School Health 60, no. 3 (March 1990): 106–7. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05412.x.

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Daly, Rich. "Schools Play Critical Role In Mental Health System." Psychiatric News 41, no. 1 (January 6, 2006): 5–13. http://dx.doi.org/10.1176/pn.41.1.0005a.

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Hansen, Norma B., Leanna Landsmann, and Samuel Monismith. "Schools Play a Role in Fighting Heart Disease." Journal of Health Education 27, sup1 (October 1996): S8—S11. http://dx.doi.org/10.1080/10556699.1996.10603256.

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Keating, Avril. "Educating Tomorrow’s Citizens: What Role Can Schools Play?" Foro de Educación 14, no. 20 (January 2016): 35–47. http://dx.doi.org/10.14516/fde.2016.014.020.004.

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Ray, Dee, Joel Muro, and Brandy Schumann. "Implementing Play Therapy in the Schools: Lessons Learned." International Journal of Play Therapy 13, no. 1 (2004): 79–100. http://dx.doi.org/10.1037/h0088886.

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O’Dowd, Thérèse, and Virginia Ryan. "Using play therapy in schools: The teacher’s role." Educational and Child Psychology 24, no. 1 (2007): 73–86. http://dx.doi.org/10.53841/bpsecp.2007.24.1.73.

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This small, qualitative study examined Irish primary school teachers’ readiness to become involved in non-directive play therapy. Six teachers from a mixed sex school participated. Experiential data, gathered using a focus group and semi-structured interviews, were interpreted from a social constructionist perspective, with grounded theory employed for data analysis. Non-directive play therapy appeared compatible with teachers’ present understanding of child therapy. Their understanding, in turn, seemed conducive to their involvement in systemic play therapy interventions. This suggests that through play therapy educational psychologists can further enhance teachers’ roles as key adults in children’s school lives. Practice implications for educational psychologists include facilitating teachers’ in-depth understanding of social, emotional and behavioural difficulties, thus enhancing their use of therapeutic concepts with children. Implications for school play therapy referrals are discussed.

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Fitzpatrick, Caroline, Stephanie Alexander, Melanie Henderson, and Tracie A. Barnett. "Prospective Associations Between Play Environments and Pediatric Obesity." American Journal of Health Promotion 33, no. 4 (October 24, 2018): 541–48. http://dx.doi.org/10.1177/0890117118807211.

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Purpose: To identify school typologies based on the availability of play equipment and installations. We also examined the associations between availability of play items and child adiposity. Design: Secondary analysis of longitudinal data. Setting: Elementary schools in Montreal, Canada. Participants: We used data from the Quebec Adipose and Lifestyle Investigation in Youth study (QUALITY), an ongoing investigation of the natural history of obesity and type 2 diabetes in Quebec children of Caucasian descent. Measures: The presence of play items was assessed in each child’s school. A trained nurse directly assessed child anthropometric measurements to derive body mass index and waist circumference. Body fat composition was measured using DEXA Prodigy Bone Densitometer System. Analyses: The final analytic sample comprised 512 students clustered in 296 schools (81% response). We used K-cluster analyses to identify school typologies based on the variety of play items on school grounds. Generalized estimation equations were used to estimate associations between school clusters and outcomes. Results: We identified 4 distinct school typologies. Children in schools with the most varied indoor play environments had lower overall body fat, B = −1.26 cm (95% confidence interval [CI], −2.28 to −0.24 cm), and smaller waist circumference, B = −4.42 cm (95% CI, −7.88 to −0.96 cm), compared to children with the least varied indoor play environment. Conclusion: Our results suggest that policies regulating the availability of play items in schools may enrich comprehensive school-based obesity prevention strategies. Extending research in this area to diverse populations is warranted.

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Preston, Teresa. "Look Back: Kappan authors on play and learning." Phi Delta Kappan 101, no. 8 (April 27, 2020): 5–7. http://dx.doi.org/10.1177/0031721720923512.

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In this monthly column, Teresa Preston looks back at how Phi Delta Kappan has covered the topic of play in schools. Although Kappan authors have generally agreed that having fun and playing are important, articles dedicated to the topic of play are relatively rare. Most such articles appeared in the 1980s and later and focused on how play is imperiled in schools, despite its value for learning. Some authors advocated a fully play-based structure in which students are able to direct their own learning. Others, however, advocated for more guidance from teachers.

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Evans, John. "School closures, amalgamations and children’s play: Bigger may not be better." Children Australia 23, no. 1 (1998): 12–18. http://dx.doi.org/10.1017/s1035077200008464.

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Recent government decisions to close schools with small enrolments appear not to have taken into consideration the implications such a move might have for children’s out-of-classroom activities. Drawing on relevant literature, and accounts from teachers who have taught, or are teaching in small and large primary schools, this paper questions the prevailing belief that ‘bigger is better’ by pointing to some of the unique characteristics of small school playgrounds which provide children with opportunities and experiences not available in larger schools.

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Hines, Erik M., James L. Moore, Renae D. Mayes, Paul C. Harris, Desireé Vega, Dwan V. Robinson, Crystal N. Gray, and Candice E. Jackson. "Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools." Urban Education 55, no. 2 (January 1, 2017): 216–37. http://dx.doi.org/10.1177/0042085916685761.

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Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

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Navarro Pérez, Margarita. "Teaching English through play." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 5, 2022): 1–13. http://dx.doi.org/10.37467/revhuman.v11.3870.

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Teaching English to young learners is a priority in our globalised society, especially within the growing context of bilingual schools. Thus, it is necessary to find a strategy that allows young learners to grasp the knowledge of the foreign language at a structural level. Nonetheless, children’s cognitive development does not allow for grammatical explanations, it is thus that a tried and tested sequence of activities is provided for primary and pre-primary schoolteachers to be able to incorporate in their teaching, which will develop phonological awareness of the English language at a structural level, thanks to games, manipulation and movement.

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McDonald, Janet. "Boys at Gender-Play inside the Muscular Christian Ideal." Boyhood Studies 1, no. 1 (March 1, 2007): 84–94. http://dx.doi.org/10.3149/thy.0101.84.

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In elite boys’ schools there is a level of anxiety about the perceived place of the curricular subject drama and how it might interact or interfere with the ironclad essentialist and homogenous masculinity promoted by elite all-boys’ schools. The feminization of the drama and the suspicion of males who “do drama” create a duplicitous tension for boys who take the subject as they walk the gendered tightrope between the expected public display of the “muscular Christian” and the tantalizing “drama faggot.” This paper offers some reflections about observations on and interviews with boys who “do drama” inside the male-only worlds of the Great Public School (GPS) of Brisbane, Australia. In these schools I observed masculinities were constantly disrupted (perhaps uniquely) in the drama classroom and explored by male drama teachers who provided a space in which to playfully interrogate the “muscular Christian ideal” of a boys’ school.

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Stone, Sandra J. "The Essential Role of Play in School Contexts for the Well-Being of Children." LEARNing Landscapes 10, no. 2 (July 7, 2017): 305–18. http://dx.doi.org/10.36510/learnland.v10i2.817.

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This article affirms the essential role of play for the well-being of children within the school context. The article explores the definition of play, why play is so important, gives examples of play in schools, and advocates for a child-centered approach to learning. The downside of a curriculum-centered approach is explored as an agent of anti-well-being for children. Standards and standardized tests are toxic to children’s healthy growth and development, crowding out or eliminating play from schools. The article advocates for a place for play in schools in order to promote the well-being of every child.

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Trice-Black, Shannon, Carrie Lynn Bailey, and Morgan E. Kiper Riechel. "Play Therapy in School Counseling." Professional School Counseling 16, no. 5 (January 2013): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600503.

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Play therapy is an empirically supported intervention used to address a number of developmental issues faced in childhood. Through the natural language of play, children and adolescents communicate feelings, thoughts, and experiences. Schools provide an ideal setting for play therapy in many ways; however, several challenges exist in implementing play therapy as a preventative or responsive intervention in the school setting. This article presents a brief overview of play therapy as a component of a comprehensive developmental school counseling program. The authors present a case study outlining how child-centered play therapy as a theoretical approach to play therapy can be used to effectively work with a child experiencing emotional and academic issues in the school setting.

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Russel, Wendy. "Exploring the Dilemma of Planning for Play in Schools." Gyermeknevelés 8, no. 3 (December 29, 2020): 16–23. http://dx.doi.org/10.31074/gyntf.2020.3.16.23.

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Play presents a dilemma for educators. The world of education is ever more outcome focused, with those outcomes becoming increasingly economic and competitive. Teachers and school leaders feel a pressure to perform well according to externally set standards. Within this context, play becomes problematic unless it can be harnessed in some way to these outcomes. This requires that the value of play be linked to something other than play. Specific kinds of play become valued for the outcomes they are thought to deliver. Planning involves planning the ‘rights kinds of play’ for the ‘right kinds of outcomes’. In this chapter, I explore these assumptions further — not to dismiss them entirely, but to see what a critical gaze might offer — and suggest that, valuable though it is, this misses out a lot of what play is about and why this matters for educational institutions. We know that children will play wherever and whenever the conditions are right. Playing is spontaneous and opportunistic, it can go in any direction, and its unique value lies in its intrinsic nature. Given this, predicting outcomes is not only difficult, but it risks turning whatever is planned into something other than play. This paper explores this dilemma, drawing on several conceptual tools from anthropology and philosophy that can help us think about the conditions that support playing in educational settings. In particular, it considers approaches to planning a space that is open for play to emerge.

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Chepkemoi, Naumi, and David Wanyonyi. "The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya." European Scientific Journal, ESJ 13, no. 25 (September 30, 2017): 150. http://dx.doi.org/10.19044/esj.2017.v13n25p150.

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The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.

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Newton, Clare, Sarah Backhouse, Ajibade Aibinu, Benjamin Cleveland, Robert Crawford, Dominik Holzer, Philippa Soccio, and Thomas Kvan. "Plug n Play: Future Prefab for Smart Green Schools." Buildings 8, no. 7 (July 5, 2018): 88. http://dx.doi.org/10.3390/buildings8070088.

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Nash, Sally. "Schools play second fiddle to health in Brown's budget." Five to Seven 2, no. 2 (June 2002): 6–7. http://dx.doi.org/10.12968/ftoe.2002.2.2.16663.

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Shen, Yih-Jiun. "Play therapy with adolescents in schools: Counselors’ firsthand experiences." International Journal of Play Therapy 26, no. 2 (April 2017): 84–95. http://dx.doi.org/10.1037/pla0000037.

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Griffin, Pat, Camille Lee, Jeffrey Waugh, and Chad Beyer. "Describing Roles that Gay-Straight Alliances Play in Schools." Journal of Gay & Lesbian Issues in Education 1, no. 3 (January 2004): 7–22. http://dx.doi.org/10.1300/j367v01n03_03.

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Newman, Joan, Pamela J. Brody, and Heather M. Beauchamp. "Teachers' attitudes and policies regarding play in elementary schools." Psychology in the Schools 33, no. 1 (January 1996): 61–69. http://dx.doi.org/10.1002/(sici)1520-6807(199601)33:1<61::aid-pits8>3.0.co;2-z.

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Nielsen, Glen, Rachael Taylor, Sheila Williams, and Jim Mann. "Permanent Play Facilities in School Playgrounds as a Determinant of Children’s Activity." Journal of Physical Activity and Health 7, no. 4 (July 2010): 490–96. http://dx.doi.org/10.1123/jpah.7.4.490.

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Background:To investigate whether the number of permanent playground facilities in schools influences objectively measured physical activity.Methods:Physical activity was measured using Actical accelerometers over 2 to 5 days in 417 children (5–12 years) from 7 schools. The number of permanent play facilities likely to encourage physical activity in individuals or groups of children (eg, adventure playgrounds, swings, trees, playground markings, courts, sandpits) were counted on 2 occasions in each school. The surface area of each playground (m2) was also measured.Results:The number of permanent play facilities in schools ranged from 14 to 35 and was positively associated with all measures of activity. For each additional play facility, average accelerometry counts were 3.8% (P < .001) higher at school and 2.7% (P < .001) higher overall. Each additional play facility was also associated with 2.3% (P = .001) or 4 minutes more moderate/vigorous activity during school hours and 3.4% (P < .001) more (9 minutes) over the course of the day. School playground area did not affect activity independent of the number of permanent play facilities. Findings were consistent across age and sex groups.Conclusion:Increasing the number of permanent play facilities at schools may offer a cost-effective and sustainable option for increasing physical activity in young children.

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Nesbit, Rachel J., Charlotte L. Bagnall, Kate Harvey, and Helen F. Dodd. "Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review." Children 8, no. 8 (August 7, 2021): 681. http://dx.doi.org/10.3390/children8080681.

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Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks, has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportunities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative synthesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adults’ perceptions of children; adults’ attitudes and beliefs about adventurous play and concerns pertaining to health and safety, and concerns about legislation. Based on the findings of the review, recommendations for policy and practice are provided to support adventurous play in schools.

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Thiel, Jaye Johnson, and Karen Wohlwend. "#Playrevolution: Engaging Equity through the Power of Play." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (March 2021): 1–7. http://dx.doi.org/10.1177/016146812112300301.

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This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play's prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today's schools, where we desperately need more humanizing elements that build people's connections to one another. The #playrevolution calls educators and researchers to explore the (un)predictable, (un)expected knots emerging through the coalescence of play and literacies, while also considering the possibilities play holds for educational equity in contemporary times. Bringing together twelve educational researchers across the United States, Canada, and Australia, this #playrevolution special issue explores the lively ecology of play-literacies in a variety of spaces—traditional writing and storytelling workshops, digital dialogues, video games, teacher-education courses, makerspaces, and playgrounds—with learners from preschools and kindergartens to high schools and universities.

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Miller, Nicole C., Saravana Kumar, Karma L. Pearce, and Katherine L. Baldock. "Primary School Educators’ Perspectives and Experiences of Nature-Based Play and Learning and Its Benefits, Barriers, and Enablers: A Qualitative Descriptive Study." International Journal of Environmental Research and Public Health 19, no. 6 (March 8, 2022): 3179. http://dx.doi.org/10.3390/ijerph19063179.

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Nature-based play and learning is of increasing interest to primary schools and research suggests that it has many potential benefits for children’s health and development. However, little is known about educators’ perspectives and experiences of nature-based play and learning, particularly the barriers, benefits and enablers, despite their direct relevance to the uptake of nature-based play and learning in schools. A qualitative descriptive methodology was employed to uncover these. Individual, semi-structured interviews were conducted with 12 principals and educators from South Australian public primary schools, recruited via a participant contact list from a previous study. The participants were two principals, eight educators and two individuals with dual principal and educator positions. Metropolitan and rural schools were equally represented. Interviews were audio-taped, transcribed verbatim and analysed using thematic analysis. Analysis identified four overarching themes: the practice, perceived benefits, barriers and enablers of nature-based play and learning. Children’s learning, enjoyment, creativity, and a relaxed and flexible environment were clear benefits. Meanwhile educator knowledge and confidence and the crowded curriculum were barriers. Enablers were nature-based play and learning champions and support from school leadership. The findings suggest that schools can help engage students with nature-based play and learning activities by mitigating these barriers and promoting these enablers.

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Laes, Christian. "LITERARY EVIDENCE FOR THE PRESENCE OF PLAY IN ANCIENT SCHOOLS." Classical Quarterly 69, no. 2 (December 2019): 801–14. http://dx.doi.org/10.1017/s0009838819001010.

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This paper deals with an apparently straightforward question: the degree to which ancient educators thought it necessary to introduce a playful element into the programmes of schools, and the way in which such ideas were put into practice.

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Meade, Whitney W., and Jason O’Brien. "To Play or Not to Play: Equitable Access to Afterschool Programs for Students With Disabilities." Journal of Cases in Educational Leadership 21, no. 1 (January 30, 2018): 43–52. http://dx.doi.org/10.1177/1555458917722184.

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In this case, a child with a spinal cord injury was denied access to an afterschool care program that her nondisabled siblings were allowed to attend because she did not meet “eligibility requirements.” Specifically, the independent contractor who ran the program mandated that students be able to function in an environment with a student to teacher ratio of 15:1. District personnel initially claimed that the decision to deny admission was not their responsibility because the program was not administered by the schools, while the contractor claimed that they could not hire additional personnel without district approval.

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Kholis, Nur, Fatah Syukur, and Ade Ishs. "Quality Management of Teacher Empowerment in Pekalongan Primary Islamic Schools." Edukasia Islamika 7, no. 2 (December 31, 2022): 251–70. http://dx.doi.org/10.28918/jei.v7i2.6275.

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A school's quality is heavily determined by the competence of its teachers. In terms of Islamic schools where building Islamic character in students serves as the main objective, the teachers play an even more significant role. This article discusses concepts related to empowering Islamic primary schools in Pekalongan. Promoting quality services to the community, the schools develop a strategy to empower their teachers. The research uses multiple case studies whereby a variable-oriented approach is employed to develop several propositions upon which a cross-case analysis is constructed. This research article discusses theories related to human resource management, builds interconnection between the theories and the concept of teacher empowerment, and finally analyzes some profound findings upon which the schools are considered successful in empowering their teachers. It underscores the role of -amongst which- a teacher's forum in improving schools' teaching and learning quality

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Sugarman, Stephen D. "IS IT UNCONSTITUTIONAL TO PROHIBIT FAITH-BASED SCHOOLS FROM BECOMING CHARTER SCHOOLS?" Journal of Law and Religion 32, no. 2 (July 2017): 227–62. http://dx.doi.org/10.1017/jlr.2017.27.

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AbstractThis article argues that it is unconstitutional for state charter school programs to preclude faith-based schools from obtaining charters. The first section describes the “school choice” movement of the past fifty years, situating charter schools in that movement. The current state of play of school choice is documented and the roles of charter schools, private schools (primarily faith-based schools), and public school choice options are elaborated. The second section argues that based on the current state of the law it should not be unconstitutional, under the First Amendment's Establishment Clause, for states to elect to make faith-based schools eligible for charters, and, therefore, the current practice of formal discrimination on the basis of religion against families and school founders who want faith-based charter schools should be deemed unconstitutional by the US Supreme Court. Put differently, this is not the sort of issue in which the “play in the joints” between the Free Exercise and Establishment Clauses should apply so as to give states the option of restricting charter schools to secular schools.

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Farr, Bridget, Mackenzie Gandomi, and David E. DeMatthews. "Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline." Journal of Cases in Educational Leadership 23, no. 3 (May 28, 2020): 48–62. http://dx.doi.org/10.1177/1555458920922888.

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Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.

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Arees, Zeinab, Osama Mohamed, and Mirna Dalala. "Theories of Play and Their Relation to School Social Counseling." International Journal of Information Systems and Social Change 11, no. 3 (July 2020): 46–61. http://dx.doi.org/10.4018/ijissc.2020070104.

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This research studies how play theories contribute to social counseling in schools through using methods and strategies of play according to those theories in school social counseling, and this study aims to identify the relationship between play theories and school social counseling, identify the concept of play, its importance, characteristics, and social dimensions, learning about play theories, and the use of play in school social counseling. The important finding of research is that the relationship of play theories with school social counseling appears between theory and practice applying play theories for school social counseling. The recommendations that the authors provide in this research for school social counseling are the necessity of activating the role of playing in school social counseling, increase the use of play counseling as an effective method, and increase the number of social counselors in primary schools to improve their performance in counseling.

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P.D. Subhash. "Early Childhood Play: A Medium for Holistic Development." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 2 (February 20, 2022): 107–10. http://dx.doi.org/10.31305/rrijm.2022.v07.i02.018.

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Understanding the importance of play in the overall development of children, the recent policy decisions and Pre-School Curriculum developed by NCERT recommend play based learning during the period. The author recommends for using play themes and play materials from immediate socio-cultural environment in our pre-schools for the optimum development of children.

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Rose, India D., and Daniela B. Friedman. "Schools." Journal of School Nursing 33, no. 2 (November 15, 2016): 109–15. http://dx.doi.org/10.1177/1059840516678910.

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Sexual and gender minority (SGM) youth are at disproportionate risk for HIV. Schools play an integral role in educating young people about sexual health in addition to providing sexual health services. This qualitative study examined SGM youths’ perception of school sexual health education and services. A total of 42 self-identified African American SGM males participated in focus groups or in an in-depth interview. Qualitative findings revealed that schools are missing the opportunity to educate SGM youth about sexual health. Youth participants noted several barriers to accessing sexual health education and services at schools including limited, targeted health information and school nurses not being knowledgeable of health issues that impact SGM youth. Participants noted that school sexual health services are not adequately marketed to students and sometimes do not include testing for HIV and other sexually transmitted diseases. Suggestions for future research and implications for school nurses and sexual health services are discussed.

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Van Velsor, Patricia, and Graciela L. Orozco. "Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100103.

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Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community-centered strategies for parent involvement. These strategies respect community culture and parents’ abilities to contribute to their children's education.

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Côté, Geneviève. "Early Childhood Literacy and the Sense of Play." LEARNing Landscapes 3, no. 1 (March 1, 2009): 53–57. http://dx.doi.org/10.36510/learnland.v3i1.316.

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The author relates some of her experiences as a children’s book author/illustrator visiting schools, observing that in early childhood, creativity and sense of play are essential tools for teaching and learning. Believing that images and words play an equally important role in the learning process, she also includes a visual statement that early childhood literacy is empowering ...

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Canady, Valerie A. "Educators, parents prefer schools play larger role in youth MH." Mental Health Weekly 32, no. 31 (August 5, 2022): 7–8. http://dx.doi.org/10.1002/mhw.33331.

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Journal articles on the topic 'Play in schools'

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