JCPSLP Vol 17 No 3 2015

Fresh science and pioneering practice

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

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. T raditional 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

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.

KEYWORDS CRITICAL APPRAISAL EVIDENCE-BASED PRACTICE LANGUAGE DEVELOPMENT

PLAY-BASED CURRICULUM PRESCHOOL CHILDREN

THIS ARTICLE HAS BEEN PEER- REVIEWED

Claire Marsh (top) and Daniel Lawrence

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JCPSLP Volume 17, Number 3 2015

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