To play or not to play: teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England-Reference-Cited by-同舟云学术

To play or not to play: teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England

Published:2021-04-08 Issue: Volume: Page:1-13
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Fisher Julie¹

Affiliation:

1. Independent scholar

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2021.1912136

Reference75 articles.

1. Putting play in its place: presenting a continuum to decrease mental health referrals and increase purposeful play in classrooms

2. Tensions in policy and practice: influences on play in Abu Dhabi's New School Model KG framework

3. Assessment technologies in schools: ‘deliverology’ and the ‘play of dominations’

4. BERA. 2018. Ethical Guidelines for Educational Research (4th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online#consent.

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