Teacher collaboration to enhance play-based learning for the holistic development of young children

Abstract

The purpose of this study was to explore the enhancement of play-based learning for the holistic development of young children through teacher collaboration. When referring to education in the early years of a child’s life, the National Integrated Early Childhood Development Policy of 2015 suggests that opportunities should be granted to engage in play-based activities, rather than formal, taught activities. The literature clearly shows the importance of play-based learning. According to the National Curriculum Framework of 2015, play-rich environments are important for the holistic development of children. The National Integrated Early Childhood Development Policy of 2015 also expresses the importance of holistic development in children in the areas of health, nutrition, and psychosocial and educational development. Two theories, Bronfenbrenner’s (1979) ecological theory and Vygotsky’s (1978) sociocultural theory were combined to underpin the study. This framework displays that holistic childhood development is affected by both cultural and social influences. The qualitative approach was selected for this study owing to the fact that a qualitative research methodology offers a deep understanding of an individual’s perception. In this action research study, I employed the participatory action learning and action research design which enabled me to obtain a better understanding from the participant’s point of view. I recruited participants for the study by means of purposive sampling because the participants were chosen with a specific purpose in mind. The data generation consisted of three cycles. The aim of Cycle 1 was to build relationships, implement ethical agreements, create a shared vision for this study, and negotiate the challenges teachers face while incorporating play-based learning in the early years. Cycle 2 was a reflection of Cycle 1 and confronted the idea of how collaborative learning could help teachers to improve the play-based learning guidelines used in the early years. Cycle 3 dealt with evaluating and clarifying the data gathered during Cycles 1 and 2 and determining guidelines that could be derived from the findings to enhance the holistic development of young children through play-based learning. The data analysis of this study was conducted according to steps proposed by Braun and Clarke (2021) to follow in the reflective thematic analysis of data. Furthermore, I applied Herr and Anderson’s (2015) quality criteria because they were relevant to this study and served as quality assurance for the purpose of this study. I adhered to the ethical principles of respect, justice, and beneficence. In addition, the privacy and confidentiality of the research participants were respected and preserved throughout the study. The study brought about a better understanding of play-based learning in the holistic development of children, the challenges teachers face during the implementation of play-based learning, and guidelines

that can be implemented to support teacher collaboration for the enhancement of play-based learning in the holistic development of children.