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The place of play: from playground to policy to classroom well-being.
- Source :
-
Sport, Education & Society . Mar2016, Vol. 21 Issue 2, p217-238. 22p. - Publication Year :
- 2016
-
Abstract
- In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 13573322
- Volume :
- 21
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Sport, Education & Society
- Publication Type :
- Academic Journal
- Accession number :
- 112190753
- Full Text :
- https://doi.org/10.1080/13573322.2014.896331