Exploring Factors Influencing Play-Based Learning in Supporting Elementary School Students' Social-Emotional Development from the Perspectives of Teachers

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  In Virtual iPresentation Only: Division K - Section 06: In-Service Teacher Professional Development Virtual Poster Session

Abstract

Much research has indicated that play-based learning (PBL) is an interactive instruction to promote students’ social-emotional learning (SEL) and civic development. Despite Vietnam's employing PBL to support elementary students’ social-emotional development under the reformed context with a focus on civic education, a deep and comprehensive understanding of the process is lacking. This study explores factors influencing the implementation of PBL integrating SEL in Vietnam to better understand the process. Employing sequential exploratory mixed-methods, three groups of factors related to teachers, students, and learning environment were found, among which teacher-related factors play essential roles. Implications for professional development were discussed, emphasizing reflective and collaborative teaching, aiming to support teachers’ pedagogical and social-emotional competence for SEL, PBL, and civic education.

Author

• Vy Van Dao, University of Social Sciences and Humanities-Vietnam National University HCM