Actions Needed to Advocate For Play Pedagogies in Early Education

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Actions Needed to Advocate For Play Pedagogies in Early Education Paper
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Actions Needed to Advocate For Play Pedagogies in Early Education
1. Introduction
Currently, play-based learning is considered as a vital instructive method in the
enhancement of both social and academic outcomes (Weisberg, Hirsh-Pasek, & Golinkoff,
2013). In the contemporary years, there have been debates about the progressive suppression of
play, and the value of education in early learning (Barblett, Knaus, & Barratt-Pugh, 2016). These
concerns have put mounting pressure on the formalization of education in early childhood, both
in Australia and globally, as a means of resolving the decline in educational outcome and the
time allocated for children’s play within the classroom walls (Ang, 2014). In Australia, this
move was facilitated by the introduction of quality assurance systems for Early Childhood
Education and Care (ECEC) known as the National Quality Standard for Early Childhood
Education and Care, and the School Age Care National Quality Standard (NQS), particularly for
providing pedagogical and maintainable leadership (Grant, Danby, Thorpe, & Theobold, 2016).
This paper, thus, discusses and justifies the actions needed in the advocacy of play pedagogies in
early childhood in Australia so as to ensure continuous quality improvement.
2. Advocacy Actions
2.1. Transforming School Culture
In most of the schools in the country, the perception of play has led to the allocation of
limited chances for the young learner’s play since it has been restricted to break and eat times
(Hunkin, 2014). In primary school, extra-curricular is similarly confined due to the formal and
academic nature of the learning process (Hännikäinen, & Rasku-Puttonen, 2010). The emphasis
on academic success alters pedagogical methods, thereby resulting in a learning process that is
more instructional and teacher-centered. According to recent studies, most junior primary school

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teachers are forced into these practices by curriculum essentials that oblige them to meet formal
achievement targets (SCSA, 2018). Historically, these timetables and curriculum imperatives
have given rise to less time for sustained routine play and recreational activities in early
education classrooms. Consequently, the general understanding of play-based pedagogies in
early education is mainly limited to active child inquiry, dramatic play instances during lessons,
structured learning games, and other manipulative or hands-on events (Grant, Danby, Thorpe, &
Theobold, 2016).
Implementing a more incorporated view of the value of education and play lays bare the
possibility for the acceptance of play-based education, and practices which utilize playful
elements through which young children may become active participants of their own educational
process (Hännikäinen, & Rasku-Puttonen, 2010). According to the Queensland Government,
play is vital because children tend to more efficiently acquire knowledge in active settings. It
also states that the current school culture grossly misinterpreted the Australian Curriculum owing
to the propagation of more formal teaching methods. In fact, there are several pedagogical
approaches endorsed in the Australian Curriculum specific to the age, background, and
experience of children at school (Australian Curriculum, Assessment and Reporting Authority,
2010). Foundations papers released by the Queensland Government also outline a series of age
appropriate pedagogies applicable in early education, as well as instructional learning and
teaching programs relevant for play-based learning. School administrators and teachers should,
therefore, ensure that all teachers are conversant with the relevant pedagogical methods
appropriate for their students, and ensure their proper use (Department of Education and
Training, n.d.).
2.2. Garnering Support