JCPSLP Vol 17 No 3 2015

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Fresh science and pioneering practice
JCPSLP Volume 17, Number 3 2015 155
Claire Marsh
(top) and Daniel
Lawrence
THIS ARTICLE
HAS BEEN
PEER-
REVIEWED
KEYWORDS
CRITICAL
APPRAISAL
EVIDENCE-BASED
PRACTICE
LANGUAGE
DEVELOPMENT
PLAY-BASED
CURRICULUM
PRESCHOOL
CHILDREN
the classroom are more effective in promoting educational
and language outcomes than traditional didactic teaching
in early primary school settings (between reception and
year 2/ ages 5–8 years). The findings are relevant to speech
pathologists who often work with teachers and site leaders
to support children with language and/or literacy difficulties
to access the curriculum.
Methods
A critically appraised topic methodology was applied to
construct a concise and focused summary of the best
available evidence to guide practice (Wendt, 2006). The
clinical question used to establish a search was “does a
play-based curriculum improve educational outcomes
including language for children in early primary school
compared to usual didactic teaching strategies?”
Educational outcomes were defined as outcomes in any
area of learning, including language. The age range for early
primary school was defined as 5–8 years old (equivalent of
Australian reception–year 2).
For the purposes of this appraisal, the terms “play-
based learning” and “play-based curriculum” were used to
describe educational interventions in which both the young
learners and teachers played an active role. “Play-based
learning” is distinct from a “free play”, “laissez-faire” or
loosely structured class environment where young students
play with minimal active adult support (Miller & Almon,
2009). It is also distinct from a didactic teaching structure
where students are passive learners in a traditionally
structured curriculum (Miller & Almon, 2009; Rautio &
Winston, 2013; Weisberg et al., 2013).
Search strategy
A search of key databases including Cochrane Library,
ERIC, SCOPUS, CINAHL, and PubMed for English
publications from the last 10 years at the time the search
was conducted (2010–2014) ensured that all relevant
systematic reviews, educational research, and allied health
publications were sought. Search terms used included
“child*, student, language (impair* OR delay OR disorder),
play*, play-based, curriculum, educat*”.
Inclusion and exclusion criteria were established prior
to search. Inclusion criteria were (a) intervention studies
focusing on play used to deliver learning and/or language
outcomes for children in early primary education (reception
to year 2); and (b) full text available in English. Exclusion
criteria were (a) co-morbidities in population such as
intellectual disabilities or autism spectrum disorder; and (b)
study published before 2004.
Skills developed through play in early primary
school years (5–8 years) underpin educational
outcomes and language development. While
Australian kindergartens consistently adopt a
developmental play-based approach to
learning, many children enter primary school
without well-developed language skills and
are expected to participate in a language-
heavy didactic teaching environment. A
search of recent literature was conducted to
answer the clinical question “does a play-
based curriculum improve educational
outcomes including language for children in
early primary school compared to usual
didactic teaching strategies?” This article
provides a critical appraisal of four articles
representing the highest levels of available
evidence. Results indicated that a play-based
curriculum utilising a guided play
framework—including scaffolding, elicited
explanation, worked examples, and
feedback—were associated with positive
learning outcomes and dispositions for some
children in early primary school.
Traditional didactic teaching structures rely on
students having well-developed language skills to
access the curriculum. However, many children
enter primary school without well-developed language
skills, putting their educational outcomes at risk (Australian
Early Development Census, 2012). The critical interaction
between children’s play and their learning, including
development of symbolic language, is well recognised
(Reynolds, Stagnitti, & Kidd, 2011). Play in children aged
5–8 is a complex interaction involving rich oral language,
narrative, problem-solving, and social communication skills.
Children in play are self-motivated and gain confidence from
pursuing their own ideas. These skills developed in play
underpin educational outcomes in areas including literacy,
maths, and science, as well as oral language, social skills,
and self-directed learning (Miller & Almon, 2009; Weisberg,
Hirsh-Pasek, & Golinkoff, 2013).
The current appraisal aims to evaluate the best current
evidence around whether play-based learning/curricula in
What’s the evidence?
Should we be advocating for play-based learning in early
primary school to support students’ educational outcomes
and language development?
Claire Marsh, Daniel Lawrence, Sarahlouise White, and Sue McAllister