Exploring Preschool Parents’ Understanding of Play-based Learning and its Importance in Early Childhood Education
Bibliographic record
Abstract
Play, a context identified by Article 31 of the United Nations Convention on the Rights of the Child (CRC) as a human right, contributes significantly to a child’s optimal growth and development. Although play-based learning (PBL) is known as the very core of the “Developmentally Appropriate Practice” (DAP) that is currently observed at the Malaysian preschool context, many preschools do not address play as a critical component for early childhood development. One of the major reasons cited by school administrators is that preschools are pressured by parents and stakeholders for producing high academic achievers and primary-level ready students. The purpose of this study hence was to explore preschool parents itself, to identify further their understanding of play-based learning and their view on the importance of PBL in the early childhood education context. Through the “maximum variation” sampling technique, eighteen parents were selected from seven different states in Malaysia to obtain their views on PBL. Findings from this qualitative study steered six major themes for discussion which include contextualizing the term ‘play’ and ‘play-based learning’, their awareness about PBL as a teaching method, preschool’s initiatives on injecting awareness about play-based learning, their recognition that play-based learning can holistically develop children, their acceptance on PBL as a pedagogy for a child’s development and their concerns of PBL on children’s primary level school readiness.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".