Bermain: Perspektif Tentang Pengalaman Bermain Guru PAUD dan Praktik Bermain Pada Pembelajaran di PAUD
Abstract
Studi deskriptif ini dibingkai dalam iklim akademik saat ini di mana bermain telah berkurang di ruang kelas anak usia dini (Falk, 2012; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009; Miller & Almon, 2009). Bermain di pembelajaran juga harus dipahami bukan sebagai ancaman, tetapi alat untuk konten akademik dan persiapan untuk pembelajaran di masa depan. Pernyataan tersebut jika benar diterapkan maka guru, sekolah dan orangtua tidak akan merasa benar saat proses bermain itu sendiri didorong keluar dari kurikulum prasekolah karena berbagai alasan, termasuk kebutuhan untuk mempersiapkan anak-anak untuk penilaian standar (Chervenak, 2011; Drew, Christie, Johnson, Meckley & Nell, 2008). Hal lain yang perlu diingat adalah, jika guru merupakan bagian kunci dalam apa yang dianggap sebagai pengalaman bermain berkualitas untuk anak-anak (Hadley, 2002; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009; Jones & Reynolds, 2011; Kontos, 1999; Korat, Bahar & Snapir, 2003), maka persepsi dan pengalaman guru dengan bermain menjadi bagian penting dari apa yang dianggap sebagai "pedagogi bermain"(Ryan & Northey-Berg, 2013, hal. 4). Pengalaman dan perspektif guru terhadap bermain yang akan memainkan peranan penting dalam menentukan keberhasilan proses pembelajaran pada AUD.
References
Elkind, D. (2008). Some misunderstandings of school readiness. Exchange. March/April 49-52.
Falk, B. (2012). Defending childhood: Keeping the promise of early education. New York: Teachers College Press.
Faulkner, J. (2011). The importance of being innocent: Why we worry about children. New York, NY: Cambridge University Press.
Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 0(00), 361–377.
Genishi, C., Ryan, S., Ochsner, M., & Yarnall, M. (2001). Teaching in early childhood education: Understanding practices through research and theory. In V. Richardson (Ed.), Handbook of research on teaching 4th ed. (1175-1210). Washington DC: American Educational Research Association.
Gilbert, J. L., Harte, H. A., & Patrick, C. (2011). Purposeful play leads to school readiness. Dimensions of Early Childhood, 39(1), 29-37.
Gopnik, A. (2009). The philosophical baby: What children’s minds tell us about truth, love, and the meaning of life. New York: Farrar, Straus & Giroux.
Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443-463.
Gray, P. (2014). School Overload. Education Canada, 54(2), 9.
Hadley, E. (2002). Playful disruptions. Early Years, 22(1), 9-17
Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten readiness and preschools:Teachers' and parents' beliefs within and across programs. Early Childhood Research & Practice, 14(2).
Hirsh-Pasek, K. Golinkoff, R.M., Berk, L.E., & Singer. D.G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press.
Howard, J. (2010). Early year’s practitioners' perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27(4), 91-102.
Jones, E., & Reynolds, G. (2011). The play’s the thing: Teachers’ roles in children’s Play (2nd Ed.) New York: Teachers College Press.
Katz, L. G. (2015). Lively minds: Distinctions between academic versus intellectual goals for Young Children. Defending the Early Years Publications.
Kemple, K. M. (1996). Teachers’ beliefs and reported practices concerning sociodramatic play. Journal of Early Childhood Teacher Education, 17(2), 19–31
Kohn, Alfie. (1999). Early childhood education: The case against direct instruction of academic skills. Boston Houghton Mifflin. Diunduh dari http://www.alfiekohn.org/article/early-childhood-education/
Kontos, S. (1999). Preschool teachers’ talk, roles, and activity settings during free play. Early Childhood Research Quarterly, 14, 363–382.
Korat, O., Bahar, E., & Snapir, M. (2003). Socio-dramatic play as opportunity for literacy development: The teacher’s role. The Reading Teacher, 56(4), 386-393.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Executive Summary: Review of Research: How Leadership Influences Student Learning.
Lillvist, A., Sandberg, A., Sheridan, S., & Williams, P. (2014). Preschool teacher competence viewed from the perspective of students in early childhood teacher education. Journal of Education for Teaching, 40(1), 3–19.
Martins, C. A, & Cruz, S. H. V. (2020). The children’s and the teacher’s participation in the constitution of playing in school. Paidéia (Ribeirão Preto), 30, e3016
Miller, E., and Almon, J. (2009) Crisis in the kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.
Myck-Wayne, J. (2010). In defense of play: Beginning the dialogue about the power of play. Young Exceptional Children, 13(4), 14–23.
National Association for the Education of Young Children. (2003). Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. Position Statement. Diunduh dari https://www.naeyc.org/files/naeyc/file/positions/pscape.pdf.
National Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Diunduh dari https:// www.naeyc.org/positionstatements/dap
National Association of School Psychologists. (2005). Position Statement on Early Childhood Assessment, diunduh dari http://www.nasponline.org/about_nasp/pospaper_eca.aspx.
Nicolopoulou A, Barbosa De Sa A, Ilgaz H, Brockmeyer C.(2010). Using the transformative power of play to educate hearts and minds: From Vygotsky to Vivian Paley and beyond. Mind, Culture, And Activity, 17(1):42-58
Peterson, S. S., Forsyth, D., & McIntyre, L. J. (2015). Balancing play-based learning with curricular mandates: Considering the views of Northern Canadian teachers and early childhood educators. Canadian Children, 40(3), 40-47
Piaget, J. (1962) Play, dreams and imitation in childhood. New York: Norton
Pramling-Samuelsson, I., & Fleer, M. (2010). Commonalities and distinctions across countries. In Pramling-Samuelsson, & M. Fleer (Eds.), Play and learning in early childhood settings (pp.173-190). New York, NY: Springer.
Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385–393.
Pyle, A., & Danniels, E. (2016). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 0(00), 1–16.
Rengel, K. (2014). Preschool teachers’ attitudes towards play. Croatian Journal of Education, 16(1), 113–125.
Ryan, S. & Goffin, S.G. (2008). Missing in Action: Teaching in Early Care and Education, Early Education & Development, 19(3), 385-395
Ryan, S., & Northey-Berg, K. (2013). Professional preparation for a pedagogy of play. In E. Brooker, S. Edwards, & M. Blaise, (Eds.) The SAGE handbook of play and learning in early childhood (204-215) Thousand Oaks, CA: Sage.
Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623-641.
Sandberg, A., & Ärlemalm-Hagsér, E. (2011). The Swedish national curriculum: Play and learning with fundamental values in focus. Australasian Journal of Early Childhood,36(1), 44-50.
Schön, D.A. (1983) The reflective practitioner: How professionals think in action. New York: Basic Books
Singer, E. (2015). Play and playfulness in early childhood education and care. Psychology in Russia, 8(2), 27-35.
Shonkoff, J.P., & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. Washington D.C.: National Academy Press.
Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45, 511–534.
Vu, J. A., Han, M., & Buell, M. J. (2012). Preserving play in early childhood classrooms: Suggestions for early childhood teacher education and policy. In L. E. Cohen & S.Waite-Stupiansky (Eds.), Play: A polyphony of research, theories, and issues. Play & culture studies (207–221). New York, NY: University Press of America
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press
Wasik, B., & Jacobi-Vessels, J. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal, 45(6), 769-776.
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7, 104–112
Whitebook, M., & Ryan, S. (2011). Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young
Falk, B. (2012). Defending childhood: Keeping the promise of early education. New York: Teachers College Press.
Faulkner, J. (2011). The importance of being innocent: Why we worry about children. New York, NY: Cambridge University Press.
Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 0(00), 361–377.
Genishi, C., Ryan, S., Ochsner, M., & Yarnall, M. (2001). Teaching in early childhood education: Understanding practices through research and theory. In V. Richardson (Ed.), Handbook of research on teaching 4th ed. (1175-1210). Washington DC: American Educational Research Association.
Gilbert, J. L., Harte, H. A., & Patrick, C. (2011). Purposeful play leads to school readiness. Dimensions of Early Childhood, 39(1), 29-37.
Gopnik, A. (2009). The philosophical baby: What children’s minds tell us about truth, love, and the meaning of life. New York: Farrar, Straus & Giroux.
Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443-463.
Gray, P. (2014). School Overload. Education Canada, 54(2), 9.
Hadley, E. (2002). Playful disruptions. Early Years, 22(1), 9-17
Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten readiness and preschools:Teachers' and parents' beliefs within and across programs. Early Childhood Research & Practice, 14(2).
Hirsh-Pasek, K. Golinkoff, R.M., Berk, L.E., & Singer. D.G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press.
Howard, J. (2010). Early year’s practitioners' perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27(4), 91-102.
Jones, E., & Reynolds, G. (2011). The play’s the thing: Teachers’ roles in children’s Play (2nd Ed.) New York: Teachers College Press.
Katz, L. G. (2015). Lively minds: Distinctions between academic versus intellectual goals for Young Children. Defending the Early Years Publications.
Kemple, K. M. (1996). Teachers’ beliefs and reported practices concerning sociodramatic play. Journal of Early Childhood Teacher Education, 17(2), 19–31
Kohn, Alfie. (1999). Early childhood education: The case against direct instruction of academic skills. Boston Houghton Mifflin. Diunduh dari http://www.alfiekohn.org/article/early-childhood-education/
Kontos, S. (1999). Preschool teachers’ talk, roles, and activity settings during free play. Early Childhood Research Quarterly, 14, 363–382.
Korat, O., Bahar, E., & Snapir, M. (2003). Socio-dramatic play as opportunity for literacy development: The teacher’s role. The Reading Teacher, 56(4), 386-393.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Executive Summary: Review of Research: How Leadership Influences Student Learning.
Lillvist, A., Sandberg, A., Sheridan, S., & Williams, P. (2014). Preschool teacher competence viewed from the perspective of students in early childhood teacher education. Journal of Education for Teaching, 40(1), 3–19.
Martins, C. A, & Cruz, S. H. V. (2020). The children’s and the teacher’s participation in the constitution of playing in school. Paidéia (Ribeirão Preto), 30, e3016
Miller, E., and Almon, J. (2009) Crisis in the kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.
Myck-Wayne, J. (2010). In defense of play: Beginning the dialogue about the power of play. Young Exceptional Children, 13(4), 14–23.
National Association for the Education of Young Children. (2003). Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. Position Statement. Diunduh dari https://www.naeyc.org/files/naeyc/file/positions/pscape.pdf.
National Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Diunduh dari https:// www.naeyc.org/positionstatements/dap
National Association of School Psychologists. (2005). Position Statement on Early Childhood Assessment, diunduh dari http://www.nasponline.org/about_nasp/pospaper_eca.aspx.
Nicolopoulou A, Barbosa De Sa A, Ilgaz H, Brockmeyer C.(2010). Using the transformative power of play to educate hearts and minds: From Vygotsky to Vivian Paley and beyond. Mind, Culture, And Activity, 17(1):42-58
Peterson, S. S., Forsyth, D., & McIntyre, L. J. (2015). Balancing play-based learning with curricular mandates: Considering the views of Northern Canadian teachers and early childhood educators. Canadian Children, 40(3), 40-47
Piaget, J. (1962) Play, dreams and imitation in childhood. New York: Norton
Pramling-Samuelsson, I., & Fleer, M. (2010). Commonalities and distinctions across countries. In Pramling-Samuelsson, & M. Fleer (Eds.), Play and learning in early childhood settings (pp.173-190). New York, NY: Springer.
Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385–393.
Pyle, A., & Danniels, E. (2016). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 0(00), 1–16.
Rengel, K. (2014). Preschool teachers’ attitudes towards play. Croatian Journal of Education, 16(1), 113–125.
Ryan, S. & Goffin, S.G. (2008). Missing in Action: Teaching in Early Care and Education, Early Education & Development, 19(3), 385-395
Ryan, S., & Northey-Berg, K. (2013). Professional preparation for a pedagogy of play. In E. Brooker, S. Edwards, & M. Blaise, (Eds.) The SAGE handbook of play and learning in early childhood (204-215) Thousand Oaks, CA: Sage.
Samuelsson, I. P., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623-641.
Sandberg, A., & Ärlemalm-Hagsér, E. (2011). The Swedish national curriculum: Play and learning with fundamental values in focus. Australasian Journal of Early Childhood,36(1), 44-50.
Schön, D.A. (1983) The reflective practitioner: How professionals think in action. New York: Basic Books
Singer, E. (2015). Play and playfulness in early childhood education and care. Psychology in Russia, 8(2), 27-35.
Shonkoff, J.P., & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. Washington D.C.: National Academy Press.
Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45, 511–534.
Vu, J. A., Han, M., & Buell, M. J. (2012). Preserving play in early childhood classrooms: Suggestions for early childhood teacher education and policy. In L. E. Cohen & S.Waite-Stupiansky (Eds.), Play: A polyphony of research, theories, and issues. Play & culture studies (207–221). New York, NY: University Press of America
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press
Wasik, B., & Jacobi-Vessels, J. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal, 45(6), 769-776.
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7, 104–112
Whitebook, M., & Ryan, S. (2011). Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young
Published
2021-07-30
How to Cite
HARDIYANTI, Dwi.
Bermain: Perspektif Tentang Pengalaman Bermain Guru PAUD dan Praktik Bermain Pada Pembelajaran di PAUD.
Sentra Cendekia, [S.l.], v. 2, n. 2, p. 38-49, july 2021.
ISSN 2722-3094.
Available at: <https://e-journal.ivet.ac.id/index.php/Jsc/article/view/1762>. Date accessed: 19 apr. 2024.
doi: https://doi.org/10.31331/sencenivet.v2i2.1762.
Issue
Section
Articles
