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<p>In early childhood, there is significant emphasis placed on children learning through play. The elementary school is positioned as a key site for play-based learning to occur, with teachers playing a key role in facilitating this play. Play is largely child-driven, with minimal adult constraints. As a result, teachers are reluctant to intervene in the play-based behaviours of children. This paper explores the role of the teacher during play-based learning. The authors combine the findings of two separate studies focused on the play-based actions of children in elementary schools. To examine the disparate sets of findings, the authors engaged in a dialogic exchange, which allowed for a critical examination of the convergences and divergences of the teacher and child play-based actions across two elementary settings. This exchange provided the opportunity to critically examine and contrast moments where teachers could shift from intervention to facilitation during play and impact children’s learning and engagement. The paper concludes with a strong argument for the active role that a teacher can play in facilitating children’s play to ensure positive learning experiences are occurring for all children.</p>

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Whose job is that? A critical dialogue to understand teachers’ responses to play

  • 期刊论文

  • 发表日期：

    2025年12月5日

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  • Cameron Van der Smee,
  • Amy Claughton

摘要

In early childhood, there is significant emphasis placed on children learning through play. The elementary school is positioned as a key site for play-based learning to occur, with teachers playing a key role in facilitating this play. Play is largely child-driven, with minimal adult constraints. As a result, teachers are reluctant to intervene in the play-based behaviours of children. This paper explores the role of the teacher during play-based learning. The authors combine the findings of two separate studies focused on the play-based actions of children in elementary schools. To examine the disparate sets of findings, the authors engaged in a dialogic exchange, which allowed for a critical examination of the convergences and divergences of the teacher and child play-based actions across two elementary settings. This exchange provided the opportunity to critically examine and contrast moments where teachers could shift from intervention to facilitation during play and impact children’s learning and engagement. The paper concludes with a strong argument for the active role that a teacher can play in facilitating children’s play to ensure positive learning experiences are occurring for all children.