Games Teachers Play
National Association of Early Childhood Teacer Educators
https://naecte.org/naecte-annual-conferences/
Annual Summer Virtual Conference
https://sites.google.com/view/naecteconferencesummer2021/opening-session?authuser=0
SESSION 2 - ⧫ [09:45-10:45 AM Pacific Time] ⧫ [10:45-11:45 AM Mountain Time] ⧫ [11:45-12:45 PM Central Time] ⧫ [12:45-01:45 PM Eastern Time] ⧫
Concurrent Paper Session 2 (In order to join paper presentations please report to the zoom link assigned to the meeting number and plan to converse throughout the entire 60-minute session).
Dr. Renee Whelan is going to be the host for your presentation.
Meeting 5: Play in Teacher Education
Presentation 1: Games Teacher Play.ppt
https://docs.google.com/presentation/d/1seMHxN6kdqRXLzQjcIwDDHLamkhQgwv1WBP-W7EypA0/edit?usp=sharing
Josh Thompson, Ph.D.
Melanie Loewenstein, Ed.D.
Nicole Pearce, Ph.D.
Toni Sturdivant, Ph.D.
Texas A&M University-Commerce
Presentation 2: Playing to Learn: Teacher Candidates' Play Experiences
Jeanne Galbraith, Ph.D., The State University of New York College at Geneseo
https://naecte.org/naecte-annual-conferences/
https://sites.google.com/pdx.edu/naecte-online/
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Presentation for NAECTE 2021 Virtual Summer Conference on June 14th, 2021.
Submitted by Josh Thompson on Sunday, February 7, 2021
Title GAMES TEACHERS PLAY
Virtual round table
Abstract 500 word min
Statement of Problem
The college student needs to learn – but how they learn is changing. There was a time where a hierarchical view of ‘sage on the stage’ actually worked. More recent iterations of college instruction require an integration of multiple modalities (Bajt, 2009; Holston, 2020; Johnson & Sveen, 2020). Taylor (2009) identified seven features of the GenNext learner and their expectations of adult education: Academic entitlement, Entertainment orientation, Tech oriented, High stimulation, the Talent issue, Relationships, and Prep issues. The next New Era of Early Childhood Teacher Education requires dynamic teaching. Perhaps, among all disciplines in higher education, ECE TE has an advantage – the child is our guide.
Theories/ Perspectives
The view of the child informs much of ECE TE. How children are, within their age/stage (Piaget, 1977), according to individual differences (Montessori, 1949), and within their cultural context (Bronfenbrenner, 1974). Ample evidence indicates how important play is to the child learning (Brown, 2010; Bucher & Hernández, 2016; Parten, 1932; Thompson & Walker, 2016; Weisberg, Kittredge, Hirsh-Pasek, Golinkoff, & Klahr, 2015). And ECE TE has espoused the importance of play throughout decades of classroom teaching. But there are times when the adult classroom talks about play more than plays about play. Active learning is a hallmark of guiding practice in early childhood pedagogy.
The insight into the adult learner, from within the eyes of astute child observers, unfolds remarkable similarities. Andragogy, the process of engaging adult learners, responds to six characteristics of adult learners: Need to know, Foundation, Self-concept, Readiness, Orientation, and Motivation (Knowles, Holton, & Swanson, 2005). Adapting time-honored, well-honed practices of ECE TE to the next New Era of ECE TE requires attention to the students before us, not a fictional version of what a learner used to be, or ‘should’ be.
Methodology
This collaborative study came out of emerging needs to find new ways to connect adult learners to the experience and success of active learning models in early childhood. Professors crafted multiple forms of learner engagement, documented results while noting fails and misses, and then pooled their experiences to inform each other of what worked and what didn’t.
Findings/Outcomes
Among other effective engagement methods, researchers constructed models of active learning in adult ECE TE course work, and effectiveness of different models. They include Board Games, Publishing Flyers and Brochures, Crafting Jackets or Vests, and Compiling Annotations. Opportunities to play digitally include Creating Playlists, KaHoot, SeeSaw, MentiMeter, and nearPod.
Implications
Doing ECE TE in the New Era changes as the learners change. Their experience as adults experiencing multiple versions of global pandemics could possible sensitize them to the needs of children experiencing the same. Professors of ECE TE can adapt and supplement adult learners with ample latitude to create new and purposeful learning strategies.
Bajt, S. K. (2009). Preferred distance learning modalities of millennial community college students [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 70, Issue 6–A, p. 1892).
Bauducco, D. (2020). Targeting Gen Z. English Teaching Professional, 131, 41–43.
Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45(1), 1-5. https://doi.org/10.2307/1127743
Brown, Stuart. Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul (2010) 169.
Bucher, E.; & Hernández, M. (2016). Beyond bouncing the ball: Toddlers and teachers investigate physics. Young Children, 71(3), 17-24.
Holston, J. M. (2020). “Lofty Goals” vs. “I just want my degree, dude”: Tailoring Compressed-Length Courses to Generation Z. Currents in Teaching & Learning, 12(1), 65–78.
Johnson, D. B., & Sveen, L. W. (2020). Three Key Values of Generation Z: Equitably Serving the Next Generation of Students. College and University, 95(1), 37–40.
Parten, M.B. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 27(3), 243-269.
Piaget, J. The Essential Piaget.Gruber, HE; Voneche, JJ. eds. New York: Basic Books; 1977.
Thompson, J., & Walker, K. (2016). One summer day: Play at Parker-Chase. Play, Policy, & Practice CONNECTIONS XVII(1), 26-28.
Weisberg, D. S.; Kittredge, A. K.; Hirsh-Pasek, K.; Golinkoff, R. M.; & Klahr, D. (2015). Guided play: Making play work for education. Phi Beta Kappa, 96(8), 8-13.
Description 75 word max
The college student needs to learn – but how they learn is changing. This session explores ten ways to adapt andragogy (study of adult learning) to promote play at the heart of our higher education curriculum. Presenters welcome innovation and ‘out-of-the-box’ thinking about the higher ed classroom, virtual or f2f or clinical or in a lecture hall. Active learning in ECE TE promotes active teaching in their future EC classrooms.
Learning Outcomes
Participants will
- Apply terms relevant to GenNext and Andragogy to their experience and current practice
- Participate in active learning activities utilizing at least three of the ten models demonstrated
- Add their ideas and input into a database of active learning models for ECE TE
Tie to theme: Challenges and Changing Times: Doing ECE TE in the New Era
Without adaptation, ECE TE could actually become extinct, falling away to technocrats running pre-packaged digital modules or large course lecture formats. Instead, attentive and responsive ECE TE can change, add more active learning into their andragogy, and play!
Benefit to participants
Participants can add their ideas to a growing database of active learning modalities, and possibly learn some, too.
Presentation to ACEI 2011 Games Teachers Play .pptx
Presentation to NAECTE 2021 June 14 https://docs.google.com/presentation/d/1seMHxN6kdqRXLzQjcIwDDHLamkhQgwv1WBP-W7EypA0/edit?usp=sharing
