Many families are deciding where to send their children to preschool or school. Preschools and schools offer a variety of early education methods, all of which promote the benefits of their specific curriculum.
In the early stages of the elementary school curriculum, one way to gain motivation is game-based learning. Studies have shown that game-based learning to enhance academic development and learning outcomes of children. It also allows your children to be successful in the 21st century by teaching relevant skills.
What is game-based learning?
Children are naturally motivated to play. Game-based programs are built on this motivation, using games as a context for learning. In this case, children can explore experiment, discover and solve problems with imaginative and fun way.
The game-based approach involves child-initiated and teacher-supported learning. Teachers encourage children’s learning and inquiry through interactions designed to extend thinking to a higher level.
For example, when children are playing with building blocks, teachers can ask questions that encourage problem solving, predictions and hypotheses. Teachers can also bring children’s consciousness into concepts of mathematics, science and literacy, allowing them to participate in these concepts through practical learning.
Although, the need for further evidence of a causal relationship between play and learning, but the findings generally support the value of high-quality play-based early years of the program.
How does it compare to direct instructions?
Game-based learning is traditionally an educational method implemented by teachers in the Australian preschool education program. It supports state and national government early learning framework.
Studies have shown that long-term benefits of high-quality games Kindergarten program through self-initiated activities and teacher guide, so that children exposed to learning and problem-solving methods.
Compared with game-based learning, the teacher-centered approach focuses on guiding young children to master basic academic skills. Although this more structured teaching method is the traditional method of primary school curriculum, research is emerging that game-based learning is more effective in primary school curriculum. In these recent studies, children’s learning outcomes appear to be higher in play-based programs compared to children’s learning outcomes in direct teaching methods.
The survey also determined that young children in direct teaching programs may have a negative impact. These include stress, decreased motivation to learn and behavioral problems. This is especially true for children who are not ready for more formal academic guidance.
What can be gained through game-based programs?
As with traditional methods, game-based early lessons at Lido Learning focus on teaching and learning. In such a program, games can be free games (activities spontaneous and guided by children), and guided games (also child-oriented, but teachers participate in activities as co-participants) deliberately taught. Both are beneficial to children’s learning. To take advantage of these advantages, the best game-based plan will provide opportunities for free play and guided games.
Participate in the game to stimulate children’s motivation to explore and discover. This motivates children to master the environment and promote concentration and concentration. It also enables children to participate in flexible and higher-level thinking processes that are considered essential to 21st century learners. These include the inquiry process of problem solving, analysis, evaluation, application of knowledge and creativity.
Play also supports positive learning attitudes. These include imagination, curiosity, enthusiasm and persistence. The types of learning processes and skills cultivated in the learning process cannot be copied by rote memorization, emphasizing learning and memorizing facts.
The nature of inquiry-based play is supported by social interaction between teachers and children. Teachers actively participate in guiding children’s interaction in drama. Support children to develop social skills such as cooperation, sharing and responding to ideas, negotiation and conflict resolution.
Teachers can also use children’s motivations and interests to explore concepts and ideas. In this way, children acquire and practice important academic skills and learning in a fun environment.
For example, research has shown that the language used by children in game projects and the increased complexity of the learning process are related to important literacy skills. These include understanding the word structure and meaning.
Another study found that the vocabulary and the ability to tell the story of the children are higher than traditional classroom-based game in the classroom.
Teacher-led learning and direct teaching methods have a place in the educational background. However, the evidence also points to the benefits of providing high-quality games for the youngest learners. In game-based programs, the time spent on the game is considered important for learning, rather than a reward for good behavior. In such a class, children have more and more active input in the content and methods of their learning.
Studies have shown that games for young children can lay a solid foundation for future success in school. They support the development of socially competent learners, able to face challenges and create solutions.
