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Playful learning fosters growth in crisis, as Ukrnian primary teachers witness students' literacy and social-emotional skills development surpassing others.
Children worldwide have ured significant educational disruptions in recent years. However, play is recognized globally for nurturing the cognitive, physical, creative, social, and emotional competencies necessary for their flourishing.
Now, our 4-year Learning Through Play at School Research Study reveals that playful learning contributes to child resilience during crises by boosting literacy and social-emotional skill growth.
The study was a collaborative effort involving over 50 researchers from the Australian Council for Educational Research ACER, LEGO Foundation, and Ukrnian Educational Research Association UERA.
As results are being considered by Ukrne's Ministry of Education and Science, this groundbreaking work provides evidence on how teacher support with new practices and reflective time impacts educational outcomes.
One teacher observed: Especially during children's emotional imbalance periods, Learning Through Play not only ds learning but also balances the child's emotional state. This is very crucial.
Overview
In 2018, a global scoping study by ACER and LEGO Foundation suggested that effective primary play-based learning should encompass holistic experiences that are meaningful, iterative, joyful, socially interactive, and actively engaging.
The research conducted in Ukrne from 2019 to 2024 involved 30 teachers and 1,500 students across five provinces. It compared outcomes between an intervention group undergoing a two-year professional development program and a control group.
Intervention educators participated in interactive online modules based on play principles and beliefs, complemented by reflective practice.
Key Outcomes
The study highlighted:
Improved literacy skills among children who engaged in playful learning environments.
Enhanced social-emotional competencies such as cooperation, discussion, and self-regulation.
Findings also suggested that integrating play-based learning can foster a positive classroom environment, encouraging peer interaction and engagement.
Roadmap for Playful Learning
This research offers insights into the knowledge, beliefs, and practices teachers need to successfully facilitate playful learning at primary school levels.
Implications for Education Systems
The findings provide evidence supporting the inclusion of play in educational strategies for other systems considering similar interventions.
Researchers have outlined how to effectively implement play-based learning, which can serve as a roadmap for integrating this approach into classroom settings.
To learn more about tools and frameworks for learning through play at school:
Read the full reports: Learning Through Play at School Ukrne: Final Research Report by Rachel Parker et al. also avlable in Ukrnian and its summary report.
Access LEGO Foundation's Learning Through Play report by Rachel Parker and Dr Bo Stjerne Thomsen.
For inquiries on tools, frameworks, or collaboration opportunities, contact:
[email protected] [email protected] [email protected]
About the Research Team
Rachel Parker is a Senior Research Fellow in ACER’s Education and Development research program.
Professional Learning
Student Engagement
Wellbeing
This article is reproduced from: https://www.acer.org/my/discover/article/playful-learning-supports-student-growth-in-times-of-crisis
Please indicate when reprinting from: https://www.cu89.com/Early_Childhood_Education_Kindergarten/Playful-Learning-in-Crisis_Research_Ukrainian_Education.html
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