Abstract
This study aimed to guide Foundation Phase teachers in incorporating guided play as a core pedagogy during various lesson phases for young learners. Addressing the research question, “How can Foundation Phase teachers be guided to include guided play as a core pedagogy when designing different phases of lessons for Foundation Phase learners?”, this study explored the constructs of “guided play”, “guiding”, and principles from the science of learning. These constructs are thoroughly explored in the literature review, providing a theoretical foundation for understanding how guided play facilitates active learning and cognitive development in early childhood education.
Guided play is an instructional strategy that combines child-led exploration with teacher scaffolding to achieve specific learning outcomes. This approach leverages the innate curiosity and creativity of young learners while ensuring that educational objectives are met. In the context of this study, the concept of “guiding” involves teachers adopting a supportive role, offering subtle cues and feedback to steer children’s play towards meaningful learning experiences. The science of learning principles employed in this study emphasise the importance of engagement, interaction, and reflection in effective teaching practices.
To operationalise these concepts, a development programme on guided play was conducted with eight Foundation Phase teachers across nine sessions. Employing practitioner research and the first cycle of action research, the study utilised participant observation during the sessions and semi-structured interviews post-programme to gather qualitative data. The constant comparative method facilitated ongoing data analysis, allowing for the emergence of key themes and insights. This methodological approach ensured a comprehensive understanding of how guided play can be integrated into lesson design.
The findings reveal three insights: First, Foundation Phase teachers benefit from a modelling phase where guided play activities are demonstrated in different lesson contexts. Second, hands-on experience with guided play allows teachers to refine their approaches through iterative practice. Third, engaging in reflective practices enables teachers to critically assess and improve their use of guided play. These outcomes highlight the necessity of practical, iterative, and reflective elements in
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professional development programmes, ultimately enhancing the pedagogical strategies of Foundation Phase teachers and enriching the educational experiences of young learners.