Free play as a learning tool: reflections and challenges in initial teacher training through lesson study
DOI:
https://doi.org/10.17561/ae.v27n2.9534Keywords:
Action Research, reflective teacher, teaching role, free play, educational contexts, learning in freedomAbstract
The free and spontaneous play of children is a highly valued and profound experience that enables them to resolve emotionally challenging situations. Through autonomous exploration and play, they develop skills for problem-solving and decision-making, thereby becoming active participants in their own learning. Recognising childhood as a stage with intrinsic meaning requires respecting the needs and interests of children, acknowledging them as subjects of rights. Fulfilling and respecting these needs is contingent upon the quality of teachers, who must engage in continuous reflection. Under this approach, this research documents the Action-Research process experienced by a Pre-primary Education teacher during her initial training, and who also participates in a Lesson Study experience, a cooperative methodology for research and improvement of educational practice. Lesson Study aims to question the entire educational paradigm based on the simple yet complex premise of observing what and how children learn.
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