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Examining the teacher’s role in play-based learning: One teacher’s perspective

Jess Milne and Tara McLaughlin

Teachers have an important role to play in supporting and facilitating play-based learning for their students. This study aimed to explore one teacher’s understanding about her own intentionality within a play-based new-entrant classroom. Using observation and interview with video-stimulated recall, and key themes about play-based practice and intentional teaching were identified. Findings explored focus on the importance of formulating goals for and with students. Goals were connected with the curriculum and interwoven in the children’s play to create planned and spontaneous learning experiences. The study supports the proposition that intentional teaching within play-based learning environments provides an opportunity to support children in a variety of ways.

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