Transcript Playful Learning

Time to Play?
Playtime and Language Development
Judy Hicks Paulick, PhD
“Four decades of research and practice
offer unequivocal evidence for the
critical importance of play for children’s
development”(Zigler & Bishop-Josef, 2006)
Today’s Session
Play, Playful Learning, and DLLs
Study 1: The PLOT Study
Study 2: The Teacher Talk Study
Conclusions, Implications, and Future
Research
Play is. . .
intrinsically motivating and childdirected (Levy, 1978)
pleasurable and exploratory (Isenberg &
Quisenberry, 1988)
free from unnecessary constraints on
time and engagement (Lillemyr, 2009)
Play and language
development
Elements of play are positively associated with
language development
Relevant, authentic conversations and individualized
talk [Dickinson & Smith, 1994; Snow, 1991]
Uptake, repetition, and nuance [Clark, 2008; Nagy &
Scott, 2000]
Play may be helpful for DLLs’ language
development [Goldenberg, Hicks, & Lit, 2013]
Please chat with a colleague
• Why might playtime be
particularly beneficial for DLLs?
• What challenges might we face
in implementing policy that
advocates for playtime in DLLs’
classrooms?
Playful
Learning
(e.g. Fisher, Hirsh-Pasek,
Golinkoff, Singer, and Berk, 2011;
Hirsh-Pasek, Golinkoff, Berk, and
Singer, 2009; Lillard, Lerner,
Hopkins, et al., 2013)
Playful
Content
Lessons
Ample Free
Choice
Time
Playful
Learning
Playful
Content
Lessons
Playful
Learning
Ample Free
Choice
Time
Playful
Learning
Playful
Content
Lessons
Ample Free
Choice
Time
Playful
Learning
5 Categories, 24 Elements of
Playful Learning Observation Tool
[PLOT]
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Please chat with a colleague
How might the PLOT be
updated, revised, or amended so
it specifically addresses or targets
DLLs?
Findings: Reliability/Validity of the
PLOT
inter-rater agreement (>85% in 4 of 16 classrooms)
internal consistency (alphas >.7 for each category)
convergent validity (significant correlations CLASS
scores)
construct validity (tool sanctioned by playful learning
theorist)
high correlations among aspects
learning&
classrooms&
(19.01)%
Distribution of Holistic
Classroom Scores
Number of Classrooms [N=16]
4
3
2
1
5
%
%
%
%
2
%
3
4
5
7
PLOT Holistic Classroom Score [1-7 Scale]
6
Range of Playful Learning Practice
[7-point scale]
Findings: Range of Practice—
Talk/Language
Research Question
What is the amount, the sophistication, and what are
the types of language that teachers are providing during
higher and lower Playful Learning playtimes?
Methods
Recorded all teacher language for 6 sessions of
playtime in each of the 4 focal classrooms
across 3 months
Calculated:
Words per minute
Rare Words per minute
Coded for length and type of teacher/child
interaction
Structures&
Engagement/Environment&
Talk/Language&
Materials&
Development&
2.80%
3.50%
2.80%
4.80%
3.60%
6.30%
6.70%
6.60%
6.70%
6.60%
5.23%
(0.97)%
4.98%
(0.89)%
4.72%
(1.16)%
5.87%
(0.64)%
5.11%
(0.83)%
2.50%
6.50%
4.63%
(0.83)%
Findings: Amount of Teacher Talk
Holistic&
%
%
!
&
Lower&
playful&
learning&
classrooms&
Higher&
playful&
learning&
classrooms&
%
%
%
%
&
&
Avg&
wpm&
(SD)&
50.93&
(11.39)%
82.61&
(19.01)%
&
Total&
minutes&
across&
12&
observations&
&
420%
&
Total&
words&
spoken&
across&
12&
&
observations&
398%
32,972&
21,391&
Findings: Sophistication of
Teacher Talk
&
&
&
Avg&
rwpm&
(SD)&
Lower&
playful&
11.49 (2.73)
learning&
classrooms&
Higher&
playful&
18.48 (3.53)
learning&
classrooms&
&
&
Total&
Total&
rare&
words&
minutes&
spoken&
across&
12&
across&
12&
&
observations&
observations&
&
5,021&
7,781&
Talk Interactions
Brief (1-3 teacher utterances)
Medium (4-8 teacher utterances)
Sustained (>8 teacher utterances)
Lower&
playful&
11.49 (2.73)
learning&
classrooms&
Higher&
playful&
18.48 (3.53)
learning&
classrooms&
5,021&
7,781&
Findings: Length of Talk
Interactions
Talk Interactions
Direct
Question (close ended and no follow-up)
Inform
Discuss (teacher builds on child’s
response)
Findings: Types of Talk Interactions
Summary of Findings for Study 2
• Considerable variation in amount, sophistication,
and type of talk.
• Higher playful learning playtimes include more
language and more sophisticated language.
• In higher playful learning classrooms, there are more
long interactions and more discussions.
It is conceivable that these differences may lead to
differences in language development.
Conclusions
Playful learning during free choice time is a construct
that can be measured in reliable ways.
There is a considerable range of playful learning practice
across classrooms.
That range of practice is associated with the amount,
the sophistication, and the type of teacher talk.
Presumably, classrooms with (relevant and developmentally
appropriate) discussions between teachers and children
will be beneficial for DLLs.
Implications and Future Research
More testing and refining of the PLOT instrument
Supporting the development of common
understandings of free choice time
Supporting/developing teacher talk practices
Measuring child outcomes, particularly for DLLS
Working to maintain high quality
free choice time for all children
References
Fisher, K., Hirsh-Pasek, K., Golinkoff, R.M., Singer, D.G. Berk, L. (2011). Playing
around in school: Implications for learning and educational policy. In A. Pellegrini
(Ed.), The Oxford handbook of play. NY: Oxford University Press, 341-363.
Goldenberg, C., Hicks, J., & Lit, I. (2013). Teaching young English learners. In D. R.
Reutzel (Ed.), Handbook of research-based practice in early education (pp. 145-160).
NY: Guilford Press.
Hirsh-Pasek, K., Golinkoff, R. Berk, L., & Singer, D. (2009). A mandate for playful
learning in preschool: Presenting the evidence. New York: Oxford University Press.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., Palmquist, C. M.
(2013). The impact of pretend play on children’s development: A review of the
evidence. Psychological Bulletin, 139, 1, 1-34.
Nagy, Z. & Scott, (2000).Vocabulary processing. In M. Kamil, P. Mosenthal, P.D.
Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269-284).
Mahwah, NJ: Erlbaum.
Questions?
Thank you for attending today’s
presentation
Presenter contact information:
Judy Hicks Paulick
[email protected]
Focal Classroom Demographics
Hopkins, Moe, & Rush (1982) List of 309 Words that Made up 80% of First Graders’ Speech