Making space for children's agency with playful learning.
Saved in:
| Title: | Making space for children's agency with playful learning. |
|---|---|
| Authors: | Baker, Sara T.1 stb32@cam.ac.uk, Le Courtois, Soizic1, Eberhart, Janina1 |
| Source: | International Journal of Early Years Education. Jun2023, Vol. 31 Issue 2, p372-384. 13p. 1 Diagram. |
| Subject Terms: | *Activity programs in education, *Active learning, *Developmental psychology, *Teaching aids, *Classroom environment |
| Abstract: | Playful learning has garnered supporters and research evidence, and also can be seen as nebulous and, therefore, reliant on practitioners' intuitions in early education settings. In this paper, we offer an explicit theoretical account, grounded in developmental psychology of how play might support the acquisition of broad skills and dispositions for lifelong learning. We argue that play develops self-regulation and motivation, both of which support the child's agency in their learning. We discuss a culturally inclusive view of agency that is distinct from autonomy, and which is visible in many existing early childhood pedagogies. We conclude by suggesting practical strategies that educators can adopt to enhance learning through play and children's agency in their learning. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Playful learning has garnered supporters and research evidence, and also can be seen as nebulous and, therefore, reliant on practitioners' intuitions in early education settings. In this paper, we offer an explicit theoretical account, grounded in developmental psychology of how play might support the acquisition of broad skills and dispositions for lifelong learning. We argue that play develops self-regulation and motivation, both of which support the child's agency in their learning. We discuss a culturally inclusive view of agency that is distinct from autonomy, and which is visible in many existing early childhood pedagogies. We conclude by suggesting practical strategies that educators can adopt to enhance learning through play and children's agency in their learning. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09669760 |
| DOI: | 10.1080/09669760.2021.1997726 |
