Postgraduate Research Guide

Play-based education essential for successful school transition PRIORITY FOR PLAY-BASED TEACHING METHODS IN JUNIOR PRIMARY CLASSROOMS IS CRITICAL TO THE ENHANCEMENT OF YOUNG MINDS AND THE SMOOTH TRANSITION TO FORMAL SCHOOLING, ACCORDING TO RESEARCH BY NOTRE DAME LECTURER AND PHD GRADUATE, DR LINDA BELLEN. Using case studies and in-depth interviews with educators in New South Wales, Dr Bellen found that the pedagogical differences between pre-school and formal schooling under the Australian Curriculum were too extreme because, in schools, teaching through play was “limited, constrained or marginalised”. “Twenty years ago play was the prevailing medium for learning and teaching in early years’ settings but over time it has been replaced with a stronger academic focus as a result of community pressures,” said Dr Bellen. “Before I conducted the research I was anecdotally aware that misconceptions and misunderstandings existed about play-based pedagogy and its effectiveness in learning. I also knew that early years’ teachers struggled to defend its value amidst pressure from families, school staff, community members and the government sector which supported more academically-oriented learning,” she added. As a result of the research Dr Bellen developed a common definition of play-based pedagogy to be shared by all educators so that schools can work in tandem with early childhood settings to best prepare children for academic and personal growth in the classroom. “We need to develop an equal partnership – one that is bi-directional with the vision of a shared co-construction of transition between the two sectors,” Dr Bellen said. “Our goal should be promoting an understanding of how young children learn best so that as teachers we can provide high quality, developmentally-appropriate learning environments in both spheres and ensure successful transitions for all young children.” Dr Linda Bellen RESEARCH MATTERS 28 Notre Dame Research Guide