Teacher’s Perspective on Roleplay and Its Positive Impact on Early Childhood Education
Abstract
Early childhood education focuses on watching children's growth and development during their first five years of existence. To offer early childhood learners a holistic education, educators must meet their needs and promote their mental, physical, and emotional development. To create young generations capable of overcoming all of the issues of the future, instructors and students must collaborate to display rigorous learning that is enjoyable, creative, active interaction, problem solving, and independent decision making at a young age. The primary goal of this research is to investigate the benefits of role-playing in children's development, as well as teachers' perspectives on role-playing in early childhood education. This inquiry employed a qualitative approach. A survey was administered using open-ended questions, teacher observations, and document collecting. The study's survey of early childhood education teachers investigates how role-playing enhances children's cognitive, emotional, physical, social, and language development. The study's findings suggest that role-playing is an effective teaching approach for enhancing children's growth and development, especially in the early years. The study's findings will help not only instructors, but also schools, boards of directors, and Malaysian decision-makers build the best solution for encouraging role-play in early childhood education teaching strategies.
References
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Aksoy, P., & Baran, G. (2020). The Effect of Story Telling-Based and Play-Based Social Skills Training on Social Skills of Kindergarten Children: Experimental Study. TED EĞİTİM VE BİLİM. 10.15390/EB.2020.8670.
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Bonilla-Sánchez, M. D. R., García-Flores, M. A., Méndez-Balbuena, I., Silva-González, J. G., & Ramírez-Arroyo, E. V. (2022). The benefits of role play in the development of drawing in preschool children. Frontiers in psychology, 13, 1010512.
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Hakkarainen, P., & Bredikyte, M. (2019). The adult as a mediator of development in children's play.
Caughey, J., McLean, K., & Edwards, S. (2024). Imagination and sociodramatic play using Minecraft and FaceTime as a digitally mediated environment. E-Learning and Digital Media, 21(3), 292-309.
Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244-247.
Keung, C. P. C., & Cheung, A. C. K. (2019). Towards holistic supporting of play-based learning implementation in kindergartens: A mixed method study. Early Childhood Education Journal, 47(5), 627-640.
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Vlaicu, C. (2014). The Importance of Role Play for Children's Development of Socio-Emotional Competencies. LOGOS, UNIVERSALITY, MENTALITY, EDUCATION, NOVELTY. Section Social Sciences, 3(1), 157-167.
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Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., ... & Zosh, J. (2017). The role of play in children's development: A review of the evidence. Billund, Denmark: LEGO Fonden.
Wirahandayani, M., Rakhmawati, W., & Rukmasari, E. A. (2023). The effect of role-playing methods on social-emotional development in preschool children. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 1156-1168.
Yee, L. J., Radzi, N. M. M., & Mamat, N. (2022). Learning through play in early childhood: A systematic review. International Journal of Academic Research in Progressive Education and Development, 11(4), 985-1031.
Zavala, J. G. (2022). Montessori Schools: How and Why Do They Impact Student Relationships and Communication Skills.
Ahmadi, J., Doulabi, M.A., Sajedi, F., & Nasiri, M. (2020). The Effect of Development Education on Fine Motor Skills of 18-Month-Old Children. International Journal of Pediatrics, 8, 11973-11986.
Aksoy, P., & Baran, G. (2020). The Effect of Story Telling-Based and Play-Based Social Skills Training on Social Skills of Kindergarten Children: Experimental Study. TED EĞİTİM VE BİLİM. 10.15390/EB.2020.8670.
Aldhafeeri, F., Palaiologou, I., & Folorunsho, A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes and aptitudes. International Journal of Early Years Education, 24(3), 342-360.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Bonilla-Sánchez, M. D. R., García-Flores, M. A., Méndez-Balbuena, I., Silva-González, J. G., & Ramírez-Arroyo, E. V. (2022). The benefits of role play in the development of drawing in preschool children. Frontiers in psychology, 13, 1010512.
Brussoni, M., Olsen, L. L., Pike, I., & Sleet, D. A. (2012). Risky play and children’s safety: Balancing priorities for optimal child development. International journal of environmental research and public health, 9(9), 3134-3148.
Hakkarainen, P., & Bredikyte, M. (2019). The adult as a mediator of development in children's play.
Caughey, J., McLean, K., & Edwards, S. (2024). Imagination and sociodramatic play using Minecraft and FaceTime as a digitally mediated environment. E-Learning and Digital Media, 21(3), 292-309.
Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244-247.
Keung, C. P. C., & Cheung, A. C. K. (2019). Towards holistic supporting of play-based learning implementation in kindergartens: A mixed method study. Early Childhood Education Journal, 47(5), 627-640.
Manovska, K. V., & Macedonia, N. (2020). The impact of key principles of the Montessori Method on pre-school children’s development. INTERNATIONAL JOURNAL OF EDUCATION & PHILOLOGY, 6.
Nihazram, N. A. H. M., & Masnan, A. H. (2020). Role-play in teaching English as second language in early childhood education. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 9, 143-151.
Ntshangase, N. P. (2022). Practitioners’ perceptions of play-based pedagogy on the holistic development of young children (Doctoral dissertation, University of Pretoria (South Africa).
Piaget, J. (1951). Principal factors determining intellectual evolution from childhood to adult life. In Organization and pathology of thought: Selected sources (pp. 154-175). Columbia University Press.
Rahman, M. M., Mohammed, K., Akter, N., & Chowdhury, K. Q. (2020). The role of play in pre-primary educational setting of Bangladesh. IJARIIE-ISSN (O)-2395-4396, 6.
Rauf, A. L. A., & Bakar, K. A. (2019). Effects of play on the social development of preschool children. Creative Education, 10(12), 2640-2648.
Russo, L. (2012). " Standardized" Play and Creativity for Young Children? The Climate of Increased Standardization and Accountability in Early Childhood Classrooms. Counterpoints, 425, 140-156.
Saracho, O. N. (2023). Theories of child development and their impact on early childhood education and care. Early Childhood Education Journal, 51(1), 15-30.
Shangeetha, R. K., & Loganathan, S. (2010). The Use of Role-Play in Speaking Activities in Secondary Classrooms.
Trawick-Smith, J., & Dziurgot, T. (2011). ‘Good-fit ‘teacher–child play interactions and the subsequent autonomous play of preschool children. Early Childhood Research Quarterly, 26(1), 110-123.
Shonkoff, J. P., Phillips, D. A., & National Research Council. (2000). Nurturing relationships. In From neurons to neighbourhoods: The science of early childhood development. National Academies Press (US).
Needham, M., & Ülküer, N. (2020). A growing interest in early childhood’s contribution to school readiness. International Journal of Early Years Education, 28(3), 209-217.
Vlaicu, C. (2014). The Importance of Role Play for Children's Development of Socio-Emotional Competencies. LOGOS, UNIVERSALITY, MENTALITY, EDUCATION, NOVELTY. Section Social Sciences, 3(1), 157-167.
Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society. Cambridge, MA: Harvard University.
Walker, K., Myers-Bowman, K. S., & Myers-Walls, J. A. (2008). Supporting young children’s efforts toward peace making: Recommendations for early childhood educators. Early Childhood Education Journal, 35, 377-382.
Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., ... & Zosh, J. (2017). The role of play in children's development: A review of the evidence. Billund, Denmark: LEGO Fonden.
Wirahandayani, M., Rakhmawati, W., & Rukmasari, E. A. (2023). The effect of role-playing methods on social-emotional development in preschool children. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 1156-1168.
Yee, L. J., Radzi, N. M. M., & Mamat, N. (2022). Learning through play in early childhood: A systematic review. International Journal of Academic Research in Progressive Education and Development, 11(4), 985-1031.
Zavala, J. G. (2022). Montessori Schools: How and Why Do They Impact Student Relationships and Communication Skills.
Published
2024-09-30
How to Cite
BALAKRISHNAN, Kalpanah; RAMAKRISHNAN, Sharmilla; SAMENDER SINGH, Gurdip Kaur.
Teacher’s Perspective on Roleplay and Its Positive Impact on Early Childhood Education.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 3, p. 438-445, sep. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27806>. Date accessed: 05 dec. 2024.
Section
English Section
