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An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years

Sarah Timmins, Peter King Orcid Logo

Journal of Early Childhood Research, Volume: 22, Issue: 4, Pages: 584 - 597

Swansea University Authors: Sarah Timmins, Peter King Orcid Logo

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DOI (Published version): 10.1177/1476718x241257339

Abstract

This paper explores the perceived benefits of and barriers to, using puppets in early years classrooms and childcare settings. An online survey of 121 early years educators revealed that puppets are widely, but infrequently, used in the early years, and are largely found to be valuable pedagogical t...

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Published in: Journal of Early Childhood Research
ISSN: 1476-718X 1741-2927
Published: SAGE Publications 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa66395
first_indexed 2024-05-13T08:36:38Z
last_indexed 2024-11-25T14:18:03Z
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spelling 2024-11-01T13:29:56.8278772 v2 66395 2024-05-13 An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years 4a367f4903e655997c24e694d7478ede Sarah Timmins Sarah Timmins true false b51f47c6c82135914b7612fdbc84f94b 0000-0003-0273-8191 Peter King Peter King true false 2024-05-13 This paper explores the perceived benefits of and barriers to, using puppets in early years classrooms and childcare settings. An online survey of 121 early years educators revealed that puppets are widely, but infrequently, used in the early years, and are largely found to be valuable pedagogical tools by those that use them. Puppets were reported to benefit play, teaching, wellbeing and the communication of behaviour requirements, as well as positively impacting engagement with learning and behaviour mediation. Frequent users were more positive than infrequent users. Barriers to usage included a lack of confidence or awareness of how to use puppets pedagogically (23%, n = 19), a lack of puppet resources (23%, n = 19) and a series of ‘sub-conscious’ decisions not to use puppets based more on apathy than dislike (49%, n = 40). A small minority (10%, n = 8) made a conscious decision not to use puppets because they were negative about puppets. Training and information are required to encourage more puppet use and raise awareness of the benefits; there is also a need for the provision of puppet resources to realise the pedagogical potential of puppet play in the early years. Journal Article Journal of Early Childhood Research 22 4 584 597 SAGE Publications 1476-718X 1741-2927 early years; play; puppet play 1 12 2024 2024-12-01 10.1177/1476718x241257339 COLLEGE NANME COLLEGE CODE Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-11-01T13:29:56.8278772 2024-05-13T09:34:21.6217102 Faculty of Medicine, Health and Life Sciences School of Psychology Sarah Timmins 1 Peter King 0000-0003-0273-8191 2 66395__30761__ef6c06d08ffd448492f1baa6ff2222a4.pdf 66395.VoR.pdf 2024-06-26T15:28:01.5115532 Output 321795 application/pdf Version of Record true © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License. true eng https://creativecommons.org/licenses/by/4.0/
title An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
spellingShingle An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
Sarah Timmins
Peter King
title_short An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
title_full An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
title_fullStr An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
title_full_unstemmed An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
title_sort An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years
author_id_str_mv 4a367f4903e655997c24e694d7478ede
b51f47c6c82135914b7612fdbc84f94b
author_id_fullname_str_mv 4a367f4903e655997c24e694d7478ede_***_Sarah Timmins
b51f47c6c82135914b7612fdbc84f94b_***_Peter King
author Sarah Timmins
Peter King
author2 Sarah Timmins
Peter King
format Journal article
container_title Journal of Early Childhood Research
container_volume 22
container_issue 4
container_start_page 584
publishDate 2024
institution Swansea University
issn 1476-718X
1741-2927
doi_str_mv 10.1177/1476718x241257339
publisher SAGE Publications
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
active_str 0
description This paper explores the perceived benefits of and barriers to, using puppets in early years classrooms and childcare settings. An online survey of 121 early years educators revealed that puppets are widely, but infrequently, used in the early years, and are largely found to be valuable pedagogical tools by those that use them. Puppets were reported to benefit play, teaching, wellbeing and the communication of behaviour requirements, as well as positively impacting engagement with learning and behaviour mediation. Frequent users were more positive than infrequent users. Barriers to usage included a lack of confidence or awareness of how to use puppets pedagogically (23%, n = 19), a lack of puppet resources (23%, n = 19) and a series of ‘sub-conscious’ decisions not to use puppets based more on apathy than dislike (49%, n = 40). A small minority (10%, n = 8) made a conscious decision not to use puppets because they were negative about puppets. Training and information are required to encourage more puppet use and raise awareness of the benefits; there is also a need for the provision of puppet resources to realise the pedagogical potential of puppet play in the early years.
published_date 2024-12-01T02:48:29Z
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score 11.04748

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