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Kajbaf M B, Samadi M. (2025). Teachers and children's play: Exploring practices through analysis of Vygotsky's and Piaget's theories. Journal of Childhood Health and Education. 6(1),
URL: http://jeche.ir/article-1-274-en.html
URL: http://jeche.ir/article-1-274-en.html
1- University of Isfahan
Abstract: (1571 Views)
Introduction: Jean Piaget and Leo Vygotsky are two of the most influential philosophers in educational practices, especially in the field of early childhood. Both theorists share a common belief about the importance of play for the learning and development of children at an early age. However, these two theorists do not have the same view on the involvement of adults in children's play.
research method: The present research was carried out using the theme analysis method. Its statistical population was the experts (teachers of the first to sixth grades of elementary school in the 2nd district of Isfahan city) who were selected by the snowball method. Data were collected through semi-structured interviews with experts and continued until theoretical saturation was achieved. For the quantitative part, a sample of 60 elementary school students was examined. Data analysis was done using comparative t test and spss software version 24.
Results: The results showed that the scores of motor skills, language, problem solving, creativity and critical thinking in students who participate in game-based classes are significantly different from students who participate in traditional classes. There is a significant difference in the level of students' satisfaction with learning in game-based classes compared to traditional classes. The level of interaction and participation in game-based classes is significantly different from traditional classes.
Discussion: The average of students who participate in game-based classes) in the variable of the level of interaction and participation in classes is higher than the average of the second group (students who participate in traditional classes).
research method: The present research was carried out using the theme analysis method. Its statistical population was the experts (teachers of the first to sixth grades of elementary school in the 2nd district of Isfahan city) who were selected by the snowball method. Data were collected through semi-structured interviews with experts and continued until theoretical saturation was achieved. For the quantitative part, a sample of 60 elementary school students was examined. Data analysis was done using comparative t test and spss software version 24.
Results: The results showed that the scores of motor skills, language, problem solving, creativity and critical thinking in students who participate in game-based classes are significantly different from students who participate in traditional classes. There is a significant difference in the level of students' satisfaction with learning in game-based classes compared to traditional classes. The level of interaction and participation in game-based classes is significantly different from traditional classes.
Discussion: The average of students who participate in game-based classes) in the variable of the level of interaction and participation in classes is higher than the average of the second group (students who participate in traditional classes).
Keywords: game-based learning, education, evaluation, standards, game and curriculum, Vygotsky and Piaget.
Type of Study: Research |
Subject:
Special
Received: 2024/09/23 | Accepted: 2025/03/21 | Published: 2025/03/21
Received: 2024/09/23 | Accepted: 2025/03/21 | Published: 2025/03/21
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