A framework for designing and implementing guided play activities in schools

Abstract

Background: Scholars of play in the field of education highlight the numerous benefits of using guided play as a pedagogy to improve teaching and learning. However, guided play presents a challenge for teachers in a school setting, as it requires a balance between free play and structured play, which is difficult for teachers to navigate.
Aim: The research inquired into the development of a guided play framework in response to student teachers being unable to guide learners during a guided play activity.
Setting: The framework was developed at a university involving first-year Foundation Phase student teachers to address the major gap that was identified from the pre-service teacher education course on guided play.
Methods: Data were collected through questionnaires, interviews, analysis of students’ work and a research journal.
Results: The major gap identified was that student teachers did not understand what it means to guide during a guided play activity. Therefore, a guided play framework was developed to facilitate students’ understanding of their guiding role.
Conclusion: The framework offers guidance to pre-service teachers on what to take into account when designing and implementing guided play, clarifying their guiding role.
Contribution: Research on preparing preservice teachers to implement guided play is limited. This framework contributes to preservice teachers’ skill set.