Teacher experiences with play-based learning: A phenomenological study in suburban British Columbia
Bibliographic record
Abstract
In Surrey, British Columbia teachers use play-based learning to support young students under the guidance of the provincial curriculum including language diverse settings. This qualitative phenomenological research study investigated teacher experiences with implementing play-based learning for English language learner support in kindergarten and Grade 1 classrooms. All participants were employed by the Surrey school district during the research study. Six participants completed interviews and another six completed digital surveys that were used for complementarity. Interview and survey transcripts were coded with a Vygotskian theoretical lens and five themes were developed: teaching philosophies and practices, school experiences, literacy, play, and English Language Learning. Conclusions included teachers defined play-based learning in different ways; teachers noticed positive impacts of play on ELL students; teachers used two distinct play-based strategies for supporting ELL students; and the pandemic had negative impacts on teachers, their students, and student caregivers. Recommendations for teachers of ELL students included getting directly involved in play, teaching play strategies explicitly, and employing teaching strategies that incorporated language usage and play including the story workshop method and free play.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.023 | 0.009 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".