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dc.contributor.authorTrefusis, Eleanor
dc.contributor.editorMaine, Fiona
dc.date.accessioned2022-04-07T10:03:28Z
dc.date.available2022-04-07T10:03:28Z
dc.date.issued2022-04-01
dc.identifier.issn2043-8338
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/335866
dc.description.abstractVygotsky’s (1978) cultural historical theory suggests that role play can be applied to help children to develop socially, emotionally and cognitively, and multiple studies have revealed the advantages of role play in the classroom. However, minimal research has examined pupil perspectives surrounding the use of role play in their lessons. This proposal outlines a small-scale case study that would use both qualitative and quantitative data to examine what Year 2 and Year 6 pupils think about the use of role play in their lessons and if it is beneficial to their learning. It finds that pupils must be able to explore the use of play and role play in their lessons in order to develop socially, emotionally and cognitively, and that teachers must place their pupils at the centre of their learning for this development to occur through role play.
dc.publisherFaculty of Education
dc.rightsAll Rights Reserved
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/
dc.subjectPGCE General Primary
dc.titleA study of primary school pupil perspectives on the implementation of role play in their lessons
dc.typeArticle
prism.endingPage52
prism.publicationNameJournal of Trainee Teacher Educational Research
prism.startingPage27
prism.volume13
dc.identifier.doi10.17863/CAM.83299


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