Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Saggi e ricerche

V. 5 N. 1 (2020): Promozione e sviluppo di competenze nei contesti scolastici, universitari e formativi

Metodi e strategie didattiche esperienziali all’Università per incoraggiare un approccio play-based nella scuola dell’infanzia e primaria

DOI
https://doi.org/10.3280/exioa1-2020oa10077
Inviata
24 June 2020
Pubblicato
24-06-2020

Abstract

Il contributo presenta una proposta didattica ispirata ad Experiential e Active Learning rivolta a studenti e studentesse in Scienze della Formazione Primaria, con l’obiettivo di sensibilizzarli verso la centralità di un approccio play-based nella Scuola dell’Infanzia e Primaria. L’articolo presenta il framework metodologico di riferimento, gli obiettivi della strategia e la sua articolazione.

Riferimenti bibliografici

  1. Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based learning. Australasian Journal of Early Childhood, 41(4), 36-43.
  2. Baumgartner, E. (2013). Il gioco dei bambini. Roma: Carocci.
  3. Bennett, N., Wood, E., & Rogers, S. (1997). Teaching through play: Reception teachers’ theories and practice. Buckingham: Open University Press. Google Scholar.
  4. Biagioli, R. (2005). Educare all’interculturalità: teorie, modelli, esperienze scolastiche. Milano: FrancoAngeli.
  5. Bondioli, A. (1996). Gioco e educazione. Milano: FrancoAngeli.
  6. Bowdon, J. (2015). The common core’s first casualty: Playful learning. Phi Delta Kappan, 96(8), 33-37.
  7. Bracci, F. (2017). L'apprendimento adulto: metodologie didattiche ed esperienze trasformative. Milano: Unicopli.
  8. Cutter-Mackenzie, A., & Edwards, S. (2013). Toward a model for early childhood environmental education: Foregrounding, developing, and connecting knowledge through play-based learning. The Journal of Environmental Education, 44(3), 195-213.
  9. De Rossi, M. (2018). Didattica dell'animazione: contesti, metodi, tecniche. Roma: Carocci.
  10. Falchikov, N. (2005). Improving Assessment through Student Involvement. London: Routledge-Falmer.
  11. Fedeli, M., Grion, V., & Frison, D. (Eds.). (2016). Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione. Lecce: Pensa Multimedia.
  12. Fedeli, M. (2014). La dimensione metodologica e riflessiva nei processi di apprendimento dall’esperienza. In M. Fedeli, L. Frontani, & L. Mengato, (Eds.). Experiential learning. Metodi, tecniche e strumenti per il debriefing (pp. 17-26). Milano: FrancoAngeli.
  13. Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: a practical guide. John Wiley & Sons.
  14. Ferrando, M., & Ferrándiz, C. (2013). Early years’ creativity. Creativity in pre-school education, 70-78.
  15. Ferranti, C. (2018). Giocare e apprendere con le tecnologie. Esperienze da 0 a 6 anni. Roma: Carocci Faber.
  16. Fisher, K. R., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, S. G. (2008). Conceptual split? Parents’ and experts’ perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29(4), 305-316.
  17. Goodwin, J., Polman, P., Brodin, J., & Knell, G. (2018). To play is to learn. Time to step back and let kids be kids. World Economic Forum Annual Meeting 2018. Retrieved online https://www.weforum.org/agenda/2018/01/to-play-is-to-learn/.
  18. Grion, V., & Tino, C. (2018). Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari. Lifelong Lifewide Learning, 14(31), 38-55.
  19. Haney, M., & Bissonnette, V. (2011). Teachers’ perceptions about the use of play to facilitate development and teach prosocial skills. Creative Education, 2(01), 41-46.
  20. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
  21. Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: A retrospective study of active free play. Children's Geographies, 13(1), 73-88.
  22. Howard, J. (2010). Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27(4), 91-102.
  23. Kutnick, P., Ota, C., & Berdondini, L. (2008). Improving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity. Learning and Instruction, 18(1), 83-95.
  24. Leggett, N., & Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the early years learning framework. Australasian Journal of Early Childhood, 38(4), 42-50.
  25. Lester, S., & Russell, W. (2010). Children’s right to play. An examination of the importance of play in the lives of children worldwide. Bernard van Leer Foundation. Retrieved from http://www.academia.edu/415484/Lester_S._and_Russell_W._2010_Childrens_right_to_play_An_examination_of_the_importance_of_play_in_the_lives_of_children_worldwide_The_Hague_Bernard_van_Leer_Foundation.
  26. Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) curriculum in WA. Australian Journal of Teacher Education, 43(1), 112-126.
  27. Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hill.
  28. Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71-83.
  29. Munari, B. (1977). Fantasia. Roma: Laterza.
  30. Nicol, D., Thomson, A. & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122.
  31. OECD. (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education. Online https://doi.org/10.1787/9789264276253-en.
  32. OECD. (2019). "Play!". Trends Shaping Education Spotlights, 18. Paris: OECD Publishing. Online https://doi.org/10.1787/a4115284-en.
  33. Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children’s cognitive performance and school adjustment. Educational researcher, 34(1), 13-19.
  34. Pfeiffer, W., & Jones, J. (1985) (Eds.). A handbook of structured experience for human relations training. San Diego, US: University Associates.
  35. Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on playbased pedagogies in kindergarten education. Review of Education, 5(3), 311-351.
  36. Pramling Samuelsson, I., & Johansson, E. (2006). Play and learning – inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65. Doi: 10.1080/0300443042000302654.
  37. Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
  38. Puteh, N. (2013). Preschool Teachers’ Perceptions towards the Use of Play-Based Approach in Language and Literacy Development for Preschool. Malaysian Journal of Learning and Instruction, 10, 79-98.
  39. Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). (Eds.). The Flipped Classroom. Practice and Practices in Higher Education. Springer.
  40. Resnick, M., & Robinson, K. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. Boston, US: MIT press.
  41. Scottish Executive. (2007). A Curriculum for Excellence, Building the Curriculum 2: Active learning in the early years. Edinburgh: Scottish Executive.
  42. Staccioli, G. (2004). Culture in gioco: attività ludiche per l’apprendimento. Roma: Carocci Faber.
  43. Staccioli, G. (2010). Ludobiografia: raccontare e raccontarsi con il gioco. Roma: Carocci Faber.
  44. Surian, A., & Frison, D. (2019). Formazione esperienziale. Proposte per la sicurezza digitale. Lecce: Pensa Multimedia.
  45. Trinchero, R. (2012). Costruire, valutare, certificare competenze. Proposte di attività per la scuola. Milano: FrancoAngeli.
  46. Taylor, E. W. (2016). Teacher transformation: a transformative learning perspective. Italian Journal of Educational Research, 15, 17-26.
  47. Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet playful pedagogy. Mind, Brain and Education, 7(2), 104-112.
  48. Whitebread, D., Neale, D., Jensen, H., Liu, C., Lynneth Solis, S., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. (2017). The role of play in children’s development: a review of evidence. The Lego Foundation, DK. Retrieved from https://www.legofoundation.com/media/1065/play-types-developmentreview_web.pdf.
  49. Wieman, C. E. (2014). Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences, 111(23), 8319-8320.
  50. Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum. London: Paul Chapman.

Metriche

Caricamento metriche ...