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dc.contributor.authorMartlew, Joan-
dc.contributor.authorStephen, Christine-
dc.contributor.authorEllis, Jennifer-
dc.description.abstractIn Scotland in recent years there has been growing interest in an approach to a more play based pedagogy commonly described as Active Learning. The research reported in this article is an exploration of moves towards creating an active play based learning environment in six Primary 1 classrooms in Scotland and is concerned with (i) the children’s experiences in such a play based active learning environment in school and (ii) their teachers’ perspectives on this pedagogical innovation and their roles in supporting the learners. This study examined experiences and perspectives within and across each of the six child-centred and play-focused classes. The main findings suggest that the role of the teacher varies between what would be considered teacher-intensive and teacher initiated activities (Fisher,1996:55) ‘Active’ or play based learning’ was interpreted differently by teachers; play in some classrooms was peripheral rather than integral to the learning process and curriculum-embedded.en_UK
dc.publisherTaylor & Francis (Routledge)-
dc.relationMartlew 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), pp. 71-83.-
dc.rightsPublished in Early Years by Taylor & Francis (Routledge).; This is an electronic version of an article published in Early Years, Volume 31, Issue 1, January 2011, pp. 71 - 83. Early Years is available online at:;
dc.subjectactive learningen_UK
dc.subjectteacher activityen_UK
dc.subjectchildren's engagementen_UK
dc.subject.lcshActive learning-
dc.subject.lcshLearning, Psychology of-
dc.subject.lcshActivity programs in education-
dc.subject.lcshEducation, Primary Scotland-
dc.titlePlay in the primary school classroom? The experience of teachers supporting children's learning through a new pedagogyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreasonPublisher condtions require an 18 month embargo.-
dc.citation.jtitleEarly Years-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.contributor.affiliationUniversity of Strathclyde-
dc.contributor.affiliationInitial Teacher Education-
dc.contributor.affiliationUniversity of the West of Scotland-
Appears in Collections:Faculty of Social Sciences Journal Articles

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