Literature Review: Take 2

I am working on how to integrate a play-based learning framework through blended learning and its impact on language development in the early childhood years. I am planning an Action Research project using mixed methods data collection approach beginning next year. 

It was important to me to find current research completed right before and post the COVID-19 Pandemic shutdowns. I had the opportunity to do a lot of reading on play-based learning, blended learning, and language development for early learners. I also found there is a lot of opportunity for future research, as most of the academic research and studies revolve around blended learning for 2nd language acquisition or in older students and adult learners. There are a few action research articles published with early learners, but not done at large scales and with inconclusive data results.

I did want to share a quick summary of five of my favorite reads with this literature review, that really got me thinking and excited about exploring this topic further. Here they are in no particular order:

Gray, P. (2013). The play deficit. Aeon Magazine.

In his 2013 article titled "The Play Deficit" for Aeon Magazine, Gray discusses the decline of play in contemporary society and its potential consequences on children's development. The author argues that modern societal changes, including increased academic pressures and reduced opportunities for free play, contribute to a "play deficit" that may negatively impact children's social, emotional, and cognitive well-being. Gray advocates for a reevaluation of educational and parenting approaches to prioritize the crucial role of play in fostering creativity, problem-solving skills, and overall healthy development in children.

Henricks, T. (2022, March 1). Why we enjoy puzzles: The view from play studies. Psychology 

Today. https://www.psychologytoday.com/us/blog/the-pathways-experience/202203/why-we-enjoy-puzzles-the-view-play-studies 

In his March 1, 2022 article on Psychology Today, Henricks explores the enjoyment of puzzles from the perspective of play studies. The author delves into the psychological aspects that make puzzle-solving a satisfying and engaging activity, shedding light on the intrinsic motivations behind our affinity for puzzles. The article provides valuable insights into the cognitive and emotional benefits derived from participating in puzzle-solving activities.

Rajaratnam, D., & Shivananda, C. (2022, February). Impact of using blended learning in the

early years foundation stage. View of impact of using blended learning in the Early Years foundation stage. https://etmaindia.com/index.php/educationatetma/article/view/45/49

The study investigates the impact of blended learning in the Early Years Foundation Stage (EYFS), specifically focusing on the holistic development of students during and after the Covid-19 lockdown. The research involved EYFS parents and teachers from Nursery, Foundation Stage 1, and Foundation Stage 2, using qualitative data obtained through survey questionnaires. Findings indicate positive outcomes, including enhanced ICT skills, increased parental involvement, and improved student engagement and confidence, supporting the effectiveness of blended learning in the EYFS. The study recommends fostering effective collaboration between parents, teachers, and students, addressing challenges, and ensuring access to adequate resources for successful implementation.

Rodriguez, L. M., & Silva, C. S. (2023). Preschool performance in vocabulary and predictive 

skills in blended learning. Distúrbios Da Comunicação, 1–14. https://www.researchgate.net/publication/372956904

The study by Rodriguez and Silva (2023) investigates preschool performance in vocabulary and predictive skills within the context of blended learning. Utilizing a sample of preschool-aged children, the researchers explore the impact of blended learning on language development and predictive abilities. The findings, available on ResearchGate, provide insights into how the integration of technology and traditional learning methods influences early childhood education in terms of vocabulary acquisition and predictive skills.

Strom, A. (2021). The negative effects of technology for students and educators.

Strom's 2021 article explores the adverse impacts of technology on both students and educators. The author delves into how excessive reliance on technology can lead to negative consequences, including distraction, reduced face-to-face interactions, and potential harm to mental health. Strom emphasizes the importance of recognizing and addressing these negative effects to promote a more balanced and beneficial integration of technology in educational settings.