Thanh thiếu niên cũng học thông qua việc chơi: giao tiếp kỳ vọng cao thông qua phương pháp học tập vui vẻ

All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90–103. Alvidrez, J., & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91(4), 731. Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2017). Programming and planning in early childhood settings. Cengage AU. Australian Curriculum and Reporting Authority, (ACARA) (2021). Australian curriculum. https://www.australiancurriculum.edu.au/. Accessed 4 Aug 2021 Bateson, P., & Nettle, D. (2014). Playfulness, ideas, and creativity: A survey. Creativity Research Journal, 26(2), 219–222. Blumer, H. (1969). Symbolic interactionism: Perspective and method. Prentice-Hall. Bohlmann, N. L., & Weinstein, R. (2013). Classroom context, teacher expectations, and cognitive level: Predicting children’s math ability judgments. Journal of Applied Developmental Psychology, 34(6), 288–298. https://doi.org/10.1016/j.appdev.2013.06.003 Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development. Brown, S. (2008). TedTalks. In Play is more than just fun. https://www.ted.com/talks/stuart_brown_play_is_more_than_just_fun?language=en Bruce, T. (2012). Early childhood practice: Froebel today. Sage. Bubikova-Moan, J., Næss Hjetland, H., & Wollscheid, S. (2019). ECE teachers’ views on play-based learning: A systematic review. European Early Childhood Education Research Journal, 27(6), 776–800. Burghardt, G. M. (2005). The genesis of animal play: Testing the limits. MIT Press. Carmondy, R. (2018). WA primary schools set to focus on play-based learning in bid to engage young students. https://www.abc.net.au/news/2018-11-25/primary-schools-reap-the-benefits-of-play-based-learning/10517964. Accessed 20 Oct 2021 Carter, M. J., & Fuller, C. (2016). Symbols, meaning, and action: The past, present, and future of symbolic interactionism. Current Sociology, 64(6), 931–961. https://doi.org/10.1177/0011392116638396 Chen, J. (2020). Self-abandonment or seeking an alternative way out: Understanding Chinese rural migrant children’s resistance to schooling. British Journal of Sociology of Education, 41(2), 253–268. https://doi.org/10.1080/01425692.2019.1691504 Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). SAGE Publications. Crain, W. (2010). Is children’s play innate. Encounter, 23(1), 1–3. de Boer, H., Bosker, R. J., & van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168–179. https://doi.org/10.1037/a0017289 Department of Education Employment and Workplace Relations (DEEWR). (2009). Belonging, being, and becoming: The early years framework for Australia. Department of Education Employment and Workplace Relations. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan. Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327–346. https://doi.org/10.1037/0022-0663.75.3.327 Erikson, E. H. (1977). Toys and reasons: Stages in the ritualization of experience. WW Norton & Company. Glaser, B. G. (2012). Stop. WRITE! Writing grounded theory. Grounded Theory Review: An International Journal, 11(1), 28-38. Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research (3rd ed.). Routledge. Government of South Australia Department for Edcuation and Child Development. (2021). Teaching for effective learning framework. Government of South Australia Department for Education and Child Development. Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202–223. Hakkarainen, P. (2006). Learning and Development in Play. In J. Einarsdottir & J. T. Wagner (Eds.), Nordic Childhoods and Early Education (pp. 183 - 222). Greenwich, Connecticut: Information Age Publishing, Inc. Harrison, C. (2019). Integrating curriculum within a play-based approach. In C. Robinson, T. Treasure, & D. O’Connor (Eds.), Learning through play: Creating a play based approach within early childhood contexts. Oxford University Press. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Taylor and Francis. Helwig, R., Anderson, L., & Tindal, G. (2001). Influence of elementary student gender on teachers’ perceptions of mathematics achievement. Journal of Educational Research, 95(2), 93–102. https://doi.org/10.1080/00220670109596577 Hirsh-Pasek, K., & Golinkoff, R. M. (2008). Why play= learning. Encyclopedia on Early Childhood Development, 1, 1–7. Hoskins, K., & Smedley, S. (2019). Protecting and extending Froebelian principles in practice: Exploring the importance of learning through play. Journal of Early Childhood Research, 17(2), 73–87. Huizinga, J. (2014). Homo ludens: A study of the play-element in culture. Martino Publishing. Jamil, F. M. (2013). Understanding teacher effectiveness: Theory and measurement of teacher skills, knowledge, and beliefs (Publication Number 3573982) University of Virginia. Ann Arbor. https://search.proquest.com/docview/1445390422?accountid=14681. Accessed 1 Jan 2018 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) curriculum in WA. Australian Journal of Teacher Education, 43(1), 7. Johnston, O., Wildy, H., & Shand, J. (2019). A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways. Australian Journal of Education, 63(1), 44-73. https://doi.org/10.1177/0004944118824420 Johnston, O., Wildy, H., & Shand, J. (2020). Projecting student voice by constructing grounded theory. The Australian Educational Researcher. https://doi.org/10.1007/s13384-020-00410-y Jussim, L. (2017). Précis of social perception and social reality: Why accuracy dominates bias and self-fulfilling prophecy. Behavioral and Brain Sciences, 40, 65. https://doi.org/10.1017/S0140525X1500062X Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131–155. https://doi.org/10.1207/s15327957pspr0902_3 Kitchen, J. (2018). Power of play: Facilitating ensemble’third space’for active citizenship in shakespeare education. University of Warwick. Kuklinski, M. R., & Weinstein, R. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72(5), 1554-1578. https://doi.org/10.1111/1467-8624.00365 Le, M. (2014). The just distribution of educational resources: Children's judgments about differential treatment by teachers (Publication Number 14148) University of California. eScholarship. https://digitalassets.lib.berkeley.edu/etd/ucb/text/Le_berkeley_0028E_14148.pdf. Accessed 1 Jan 2018 Lieberman, J. N. (1967). Personality traits in adolescents: An investigation of playfulness-nonplayfulness in the high-school setting. Liou, D. D., & Rojas, L. (2016). Teaching for empowerment and excellence: The transformative potential of teacher expectations in an urban Latina/o classroom. The Urban Review, 48(3), 380–402. https://doi.org/10.1007/s11256-016-0359-8 Lockwood, R., & O’Connor, S. (2017). Playfulness in adults: An examination of play and playfulness and their implications for coaching. Coaching: an International Journal of Theory, Research and Practice, 10(1), 54–65. Luke, A. (2014). On explicit and direct instruction. https://www.alea.edu.au/documents/item/861 Mardell, B., Lynneth Solis, S., & Bray, O. (2019). The state of play in school: Defining and promoting playful learning in formal education settings. International Journal of Play, 8(3), 232–236. McArdle, F., Grieshaber, S., & Sumsion, J. (2019). Play meets early childhood teacher education. The Australian Educational Researcher, 46(1), 155–175. https://doi.org/10.1007/s13384-018-0293-8 Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood (NJ3a). Mistry, R. S., White, E. S., Benner, A. D., & Huynh, V. W. (2009). A longitudinal study of the simultaneous influence of mothers’ and teachers’ educational expectations on low-income youth’s academic achievement. Journal of Youth and Adolescence, 38(6), 826–838. https://doi.org/10.1007/s10964-008-9300-0 National Institute for Play. (2014). The opportunties: Education. National Institute for Play. Nicolopoulou, A. (2010). The alarming disappearance of play from early childhood education. Human Development, 53(1), 1–4. OECD. (2019). Policies for early learning: Shaping pedagogy. In Helping our youngest to learn and grow: Policies for early learning. https://www.oecd-ilibrary.org/docserver/8c108e5c-en.pdf?expires=1637216904&id=id&accname=guest&checksum=9BD83B9D7A90A88CD8E8B01034FB7974. https://www.oecd-ilibrary.org/docserver/8c108e5c-en.pdf?expires=1637216904&id=id&accname=guest&checksum=9BD83B9D7A90A88CD8E8B01034FB7974. Accessed 18 Dec 2018 Papageorge, N. W., Gershenson, S., & Kang, K. M. (2020). Teacher expectations matter. Review of Economics and Statistics, 102(2), 234–251. Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329–346. Piaget, J. (1962). The stages of the intellectual development of the child. Bulletin of the Menninger Clinic, 26(3), 120. Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge. Proyer, R. T. (2011). Being playful and smart? The relations of adult playfulness with psychometric and self-estimated intelligence and academic performance. Learning and Individual Differences, 21(4), 463–467. Punch, K. (2014). Introduction to social research: Quantitative and qualitative approaches (3rd ed.). SAGE Publications. Pyle, A., & Alaca, B. (2018). Kindergarten children’s perspectives on play and learning. Early Child Development and Care, 188(8), 1063–1075. Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274–289. Queensland Government Early Childhood Education and Care. (2020). Age-appropriate pedagogies. Queensland Government Early Childhood Education and Care. Rist, R. (2000). Student social class and teacher expectations: The self-fulling prophecy of ghetto education. Harvard Educational Review, 70(3), 257. Robinson, C., Treasure, T., & O’Connor, D. (2019). Learning through play ebook creating a play based approach within early childhood contexts. Oxford University Press Australia & New Zealand. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20. https://doi.org/10.1007/BF02322211 Rubie-Davies, C. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology, 77(2), 289–306. https://doi.org/10.1348/000709906X101601 Rubie-Davies, C. (2014). Becoming a high expectation teacher: Raising the bar. Taylor and Francis. Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429–444. https://doi.org/10.1348/000709905X53589 Rubie-Davies, C., Hattie, J., Townsend, M., & Hamilton, R. (2007). Aiming high: Teachers and their students. In V. Galwye (Ed.), Progress in educational psychology research (pp. 65–91). Nova Science Publishers, Inc. Rubie-Davies, C., & Peterson, E. (2016). Relations between teachers’ achievement, over- and underestimation, and students’ beliefs for Māori and Pākehā students. Contemporary Educational Psychology, 47, 72–83. https://doi.org/10.1016/j.cedpsych.2016.01.001 Shayer, M. (2003). Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. Learning and Instruction, 13(5), 465–485. Singer, E. (2013). Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), 172–184. Staempfli, M. B. (2007). Adolescent playfulness, stress perception, coping and well being. Journal of Leisure Research, 39(3), 393–412. https://doi.org/10.1080/00222216.2007.11950114 Strauss, A. L. (1990). Basics of qualitative research : Grounded theory procedures and techniques. Sage Publications. Sumsion, J., Grieshaber, S., McArdle, F., & Shield, P. (2014). The “state of play” in Australia : Early childhood educators and play-based learning. Australasian Journal of Early Childhood, 39(3), 4–13. https://doi.org/10.1177/183693911403900302 Tanis, D. J. (2012). Exploring play/playfulness and learning in the adult and higher education classroom (Publication Number 3569243) [D.Ed., The Pennsylvania State University. ProQuest One Academic. Ann Arbor. https://www.proquest.com/dissertations-theses/exploring-play-playfulness-learning-adult-higher/docview/1348165639/se-2?accountid=10675. Accessed 21 Oct 2020 Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273. https://doi.org/10.1037/0022-0663.99.2.253 Timmermans, A. C., Rubie-Davies, C. M., & Rjosk, C. (2018). Pygmalion’s 50th anniversary: The state of the art in teacher expectation research. Educational Research and Evaluation, 24(3–5), 91–98. https://doi.org/10.1080/13803611.2018.1548785 Van Duzer, E. (2006). Gender bias in predictions of boys’ academic failure. Action in Teacher Education, 28(1), 94–98. https://doi.org/10.1080/01626620.2006.10463570 Victoria State Government Education and Training. (2020). The pedagogical model. Victoria State Government Education and Training. Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6–18. Weinstein, R. (2002). Reaching higher: The power of expectations in schooling. Harvard University Press. Weinstein, R., Marshall, H., Brattesani, K., & Middlestadt, S. (1982). Student perceptions of differential teacher treatment in open and traditional classrooms. Journal of Educational Psychology, 74(5), 678–688. https://doi.org/10.1037/0022-0663.78.6.441 Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan, 96(8), 8–13. https://doi.org/10.1177/0031721715583955 Whitton, N. (2018). Playful learning: Tools, techniques, and tactics. Research in Learning Technology. https://doi.org/10.25304/rlt.v26.2035 Wong, M. (2014). Voices of children, parents and teachers: How children cope with stress during school transition. Early Childhood Development and Care, 185, 1–21. https://doi.org/10.1080/03004430.2014.948872 Yarnal, C., & Qian, X. (2011). Older-adult playfulness: An innovative construct and measurement for healthy aging research. American Journal of Play, 4(1), 52–79. Zosh, J. N., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2017). Learning through play: A review of the evidence. LEGO Fondation.