This article focuses on the possibilities of teaching in a play-based curriculum, which has become an issue of international relevance. As a domain of study, the Developmental Education approach was taken in the early grades of Dutch primary schools (grades 1–4, ages 4–8).
The article describes the theoretical basis of the approach and how it is elaborated in a play-based curriculum for early years classrooms. Particularly the teachers’ strategies for the promotion of development will be discussed in more detail. Finally, the article presents a piece of
the evidence base of this approach by reporting a research on vocabulary acquisition. Despite methodological limitations of the empirical study, the evidence suggests that teaching in a play-based curriculum is not only theoretically plausible and practically feasible, but also seems to be
effectively useful for the attainment of positive outcomes (on vocabulary learning) as compared to a strictly teacher-driven approach.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Department of Theory and Research in Education, Faculty Psychology and Education, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
Teacher Training Department, University of Applied Sciences, Hogeschool Zuyd Pabo, Heerlen/Maastricht, The Netherlands
Publication date: 01 August 2013
More about this publication?