A3 Book section, Chapters in research books
Creating a Theoretical Framework for Playful Learning and Pedagogy : The Finnish Perspective (2022)

Kangas, J., & Harju-Luukkainen, H. (2022). Creating a Theoretical Framework for Playful Learning and Pedagogy : The Finnish Perspective. In H. Harju-Luukkainen, J. Kangas, & S. Garvis (Eds.), Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice (pp. 195-208). Springer. Early Childhood Research and Education : An Inter-theoretical Focus. https://doi.org/10.1007/978-3-030-95512-0_14

JYU authors or editors

Publication details

All authors or editors: Kangas, Jonna; Harju-Luukkainen, Heidi

Parent publication: Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice

Parent publication editors: Harju-Luukkainen, Heidi; Kangas, Jonna; Garvis, Susanne

ISBN: 978-3-030-95511-3

eISBN: 978-3-030-95512-0

Journal or series: Early Childhood Research and Education : An Inter-theoretical Focus

ISSN: 2946-6091

eISSN: 2946-6105

Publication year: 2022

Publication date: 03/06/2022

Pages range: 195-208

Number of pages in the book: 280

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-95512-0_14

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92037

Publication is parallel published: http://hdl.handle.net/10138/352796

Abstract

In this chapter we create a framework around the concept of play as a multimodal attitude or experience in early childhood education. In the Finnish curriculum for ECE play is considered essential for learning and is supported with a systematic and goal-oriented approach to scaffold children into engaging in learning opportunities. Therefore, teachers create good preconditions for play, supervise it in a suitable way and ensure that each child gets an opportunity to participate in play according to their skills and capabilities. In this chapter we analyze the play and playful approach in the Finnish ECE with the help of content analysis of policy documents and previously published peer reviewed scientific papers. At the end of this chapter we present a theoretical framework of playful learning and pedagogy. This model is conducted through a meta-analysis of learning theories, theories of play and of the recent research literature. It is a tool for teachers and researchers to reflect their playful practices and contextualize the concept of play in the context of education.

Keywords: early childhood education and care; pedagogy; playing (children's games); play-based pedagogy; learning experiences; multimodality

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2