Abstract
This study aimed to uncover how educators conceptualise, implement, and reflect on play-based pedagogical practices within the context of creative arts instruction. Employing a qualitative, phenomenological methodology, the research involved semi-structured interviews with seven early childhood educators conducted over five weeks. Data were analysed using interpretative phenomenological analysis and supported by reflexive journaling to capture the depth of the participants’ experiences. This study explored the integration of play-based learning in early childhood creative arts education, focusing on its impact on cognitive flexibility, problem solving, and creative self-expression. The results indicated that play-based strategies significantly foster young learners’ artistic expression and cognitive development. Educators reported adapting structured curricula to include open-ended and exploratory activities that promote student agency and engagement. Despite these benefits, participants identified several barriers to effective implementation, including rigid institutional schedules, limited access to materials, and inadequate opportunities for professional development. This study highlighted the importance of aligning pedagogical practices with developmental needs through flexible and play-centred approaches. It also emphasised the necessity of systemic support, including targeted teacher training and policy adjustments, to overcome practical constraints. These findings contribute to the discourse on early childhood education by offering actionable insights into the effective integration of play-based learning into creative arts curricula. This research calls for a re-evaluation of current educational frameworks to better support innovative, child-centred teaching methodologies that align with contemporary understandings of early learning and development
Keywords
artistic integration; arts curriculum; cognitive enhancement; play-based learning; international teaching practices; early childhood education; pedagogical innovation
References
[1] Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: Beliefs and practices. International Journal of Early Years Education, 31(1), 95-114. doi: 10.1080/09669760.2020.1754174.
[2] Aulakh, D., Rajiv, A., Goyal, P., Garg, A., Khurana, S., Singh, A., & Singh, P. (2024). Assessing the impact of creative tasks on cognitive and imaginative development in children. Evolutionary Studies in Imaginative Culture, 8.2(S2), 1011-1022. doi: 10.70082/esiculture.vi.1099.
[3] Brovchak, L., Starovoit, L., Likhitska, L., Todosiienko, N., & Shvets, I. (2024). Integrating music, drama, and visual arts in extracurricular programs: Enhancing psychological development in early school-aged children. Sapienza International Journal of Interdisciplinary Studies, 5(3), article number e24052. doi: 10.51798/sijis.v5i3.791.
[4] Catalano, H., Albulescu, I., Stan, C., Mestic, G., & Ani-Rus, A. (2023). Child-centred approach through slow education principles: A view of child personality development in early childhood. Sustainability, 15(11), article number 8611. doi: 10.3390/su15118611.
[5] Cheung, R. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43-52. doi: 10.1177/183693911203700307.
[6] Creaghe, N., & Kidd, E. (2022). Symbolic play as a zone of proximal development: An analysis of informational exchange. Social Development, 31(4), 1138-1156. doi: 10.1111/sode.12592.
[7] Dewey, J. (1938). Experience and education. New York: Macmillan Company.
[8] Dewi, M.S., & Yufiarti. (2021). Play-based learning activities for creativity in children’s dance movement. JPUD − Jurnal Pendidikan Usia Dini, 15(1), 101-120. doi: 10.21009/jpud.151.06.
[9] Ekeh, M.C. (2023a). Developing early graders’ collaborative skills through group work and play-based pedagogy. International Journal of Learning, Teaching and Educational Research, 22(4), 160-177. doi: 10.26803/ijlter.22.4.10.
[10] Ekeh, M.C. (2023b). Play-based pedagogy and creativity for early grade and preschool learners. Journal for Educators, Teachers and Trainers, 14(4), 278-289. doi: 10.47750/jett.2023.14.01.005.
[11] Garaigordobil, M., Berrueco, L., & Celume, M. (2022). Developing children’s creativity and social-emotional competencies through play: Summary of twenty years of findings of the evidence-based intervention “Game Program”. Journal of Intelligence, 10(4), article number 77. doi: 10.3390/jintelligence10040077.
[12] Göthberg, M., Björck, C., & Mäkitalo, Å. (2018). From drama text to stage text: Transitions of text understanding in a student theatre production. Mind, Culture, and Activity, 25(3), 247-262. doi: 10.1080/10749039.2018.1480633.
[13] Halverson, E., & Sawyer, K. (2022). Learning in and through the arts. Journal of the Learning Sciences, 31(1), 1-13. doi: 10.1080/10508406.2022.2029127.
[14] Hayes, N., Maguire, J., & O’Sullivan, C. (2021). Professional development in arts education for early childhood education: A creative exchange model. International Journal of Early Childhood, 53, 159-174. doi: 10.1007/s13158-021-00290-y.
[15] Hooshyari, F., Molanorouzi, K., Ghasemi, A., & Kashi, A. (2023). The effectiveness of a selected movement program with structured, unstructured, and mixed on the social and psychological development of children aged 4 to 6 years. Shenakht Journal of Psychology and Psychiatry, 10(4), 15-26. doi: 10.32598/shenakht.10.4.15.
[16] Hua, C., & Yu, M. (2024). Innovations in art education: Analysing new teaching methods, technology integration, and unique curriculum designs reshaping art education in higher education institutions. In Abstracts of the 5th world conference on arts, humanities, social sciences, and education (pp. 81). Vienna: Eurasia Conferences. doi: 10.62422/978-81-968539-1-4-048.
[17] Lee, B., Patall, E., Cawthon, S., & Steingut, R. (2015). The effect of drama-based pedagogy on PreK-16 outcomes. Review of Educational Research, 85(1), 3-49. doi: 10.3102/0034654314540477.
[18] Lindsay, G. (2020). Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge, and limited pre-service training. Australasian Journal of Early Childhood, 46(1), 80-92. doi: 10.1177/1836939120979061.
[19] Luo, G. (2024). The contributions of John Dewey’s philosophy of pragmatism to understanding education and its reform. Journal of Education and Educational Research, 10(2), 224-228. doi: 10.54097/8evhak06.
[20] Miseliūnaitė, B., Kliziene, I., & Cibulskas, G. (2022). Can holistic education solve the world’s problems: A systematic literature review. Sustainability, 14(15), article number 9737. doi: 10.3390/su14159737.
[21] Peppler, K., Dahn, M., & Ito, M. (2022). Connected arts learning: Cultivating equity through connected and creative educational experiences. Review of Research in Education, 46(1), 264-287. doi: 10.3102/0091732X221084322.
[22] Prins, J., Van Der Wilt, F., Van Der Veen, C., & Hovinga, D. (2022). Nature play in early childhood education: A systematic review and meta-ethnography of qualitative research. Frontiers in Psychology, 13, article number 995164. doi: 10.3389/fpsyg.2022.995164.
[23] Rathunde, K., & Isabella, R. (2020). Incorporating the creative arts in an educational presentation about play: A novel strategy for enhancing communication and engagement with parents. International Journal of Play, 9(4), 457-468. doi: 10.1080/21594937.2020.1843807.
[24] Švábová, B., & Dolinská, E. (2024). Play as a means of communication for the child with art. International Review for Human and Natural Sciences, 14(1). doi: 10.59505/irhns.22352007.2024.1.04.
[25] Vasiuk, O.V., & Vyhovska, S. (2023). Organization of teacher education (comparative analysis). Humanities Studios: Pedagogy, Psychology, Philosophy, 11(3), 24-31. doi: 10.31548/hspedagog14(3).2023.24-31.