Knowledge Tree
playful learning
Also known as: playful approaches to learning
Facts (39)
Sources
The Power of Playful Learning in the Early Childhood Setting | NAEYC naeyc.org Feb 23, 2022 35 facts
claimPlayful learning is defined by Zosh et al. (2018) as a method that leverages active (minds-on), engaging (not distracting), meaningful, socially interactive, and iterative thinking and learning to increase learning outcomes.
claimThe science of learning literature suggests that playful learning can replace the traditional educational model of direct, teacher-led instruction (such as lectures and worksheets) with a new approach that supports a broader range of skills while adhering to developmentally appropriate practice guidelines.
referenceHassinger-Das et al. (2017) published 'More Than Just Fun: A Place for Games in Playful Learning' in Infancia y aprendizaje: Journal for the Study of Education and Development, which discusses the role of games in playful learning.
claimDefining play on a spectrum, an idea first introduced by Bergen in 1988 and further developed by Zosh et al. in 2018, helps resolve divisions between play and learning by providing a framework for playful learning.
claimThe playful learning pedagogical approach leverages the skill sets of educators and enhances their ability to help children attain curricular goals.
claimPlayful learning engages active learning that is developmentally appropriate and offers a more equitable way of engaging children by increasing access to participation.
claimThe 'new equation' for learning, supported by Hirsh-Pasek et al. (2020), views playful learning as a way to support a breadth of skills while adhering to developmentally appropriate practice guidelines.
claimJennifer M. Zosh is a professor of human development and family studies at Penn State Brandywine whose work focuses on technology's impact on children and playful learning as a pedagogy.
claimZosh et al. (2018) argue that the persistent belief that learning must be rigid and teacher-directed is motivated by the lack of a clear definition of what constitutes playful learning.
claimPlayful learning leverages active, engaging, meaningful, socially interactive, and iterative thinking and learning to increase learning outcomes.
referenceThe article 'Playful Learning and Montessori Education' by A.S. Lillard, published in the American Journal of Play in 2013, examines the relationship between playful learning and the Montessori educational method.
claimPlayful learning is defined as a learning context where children learn content through free play (self-directed), guided play (with teacher guidance), or structured games.
claimPlayful learning pedagogies view children as active explorers who construct knowledge from prior experiences rather than as passive recipients of information.
claimThe concept of playful learning emphasizes that teachers should function as a 'guide at the side' rather than a 'sage on the stage' (King 1993; Smith 1993).
perspectiveThere is a need for a cultural shift so that administrators, families, and policymakers understand how educators can support the success of all children through high-quality, playful learning experiences.
claimPlayful pedagogies are an accessible and powerful tool that harnesses the pillars of learning and is effective across different ages and learning domains.
claimTeachers are responsible for creating environments that introduce playful learning to help children master content and skills necessary for future success.
claimPlayful learning pedagogies support development across domains and content areas and increase learning outcomes relative to more didactic methods, as supported by research from Alfieri et al. (2011), Bonawitz et al. (2011), and Sim & Xu (2015).
claimPlayful learning pedagogies support development across domains and content areas and increase learning relative to more didactic methods by maximizing children’s choice, promoting wonder and enthusiasm for learning, and leveraging joy.
claimTeachers maximize learning and individualize goals by leveraging children's natural tendencies to explore, experiment, problem-solve, and engage with others.
claimThe degree to which an activity is considered playful learning is determined by three variables: the level of adult involvement, the extent to which the child is directing the learning, and the presence of a learning goal.
claimHassinger-Das et al. (2017) argue that games have a significant role in playful learning beyond just being fun.
claimPlayful learning is defined as a model for early childhood educators that combines a rich curriculum with a playful pedagogy.
claimThe playful learning pedagogical approach leverages the existing skill sets of educators to help children attain curricular goals while engaging them in active, developmentally appropriate learning.
claimD.S. Weisberg, K. Hirsh-Pasek, and R.M. Golinkoff define guided play as a pedagogical approach where curricular goals meet playful learning.
claimPlayful learning increases equitable access to participation for children by making learning more seamless when topics are culturally relevant and important to them.
perspectiveHirsh-Pasek et al. (2020) propose that playful learning is a path to education reform that promotes 21st-century skills in schools.
claimThe persistent belief that learning must be rigid and teacher-directed is partly motivated by the lack of a clear definition of what constitutes playful learning, according to Zosh et al. (2018).
claimThe science of learning literature, including works by Fisher et al. (2013), Weisberg, Hirsh-Pasek, & Golinkoff (2013), and Zosh et al. (2018), suggests that playful learning supports a broader range of skills than the traditional model of direct, teacher-led instruction like lectures and worksheets.
claimTeachers of older children can utilize playful learning as a pedagogy to meet concrete content-based learning goals, such as attaining Common Core Standards.
claimPlayful learning serves as a method for delivering developmentally appropriate and culturally relevant education.
claimPlayful learning is defined as a method that leverages active (minds-on), engaging (not distracting), meaningful, socially interactive, and iterative thinking and learning.
perspectiveTeachers should evaluate all activities, including digital games, to determine how well they harness the principles of playful learning.
perspectiveTeachers should evaluate both digital and non-digital activities to determine how well they harness the power of playful learning.
claimThe authors of the article 'The Power of Playful Learning in the Early Childhood Setting' use the term 'free play' synonymously with the NAEYC's term 'self-directed play'.
The Power of Play: How Fun and Games Help Children Thrive healthychildren.org May 3, 2023 3 facts
claimHigh-quality early childhood education for children aged 1 to 3 years should prioritize playful learning, where children take the lead and follow their own curiosity, and include unstructured playtime.
claimPediatricians advise parents to select child care or preschool programs that incorporate playful approaches to learning.
perspectiveParents and guardians should advocate for schools to offer recess and playful learning approaches in addition to structured learning activities like reading, memorization, and worksheets.
The Power of Play: A Pediatric Role in Enhancing Development in ... pubmed.ncbi.nlm.nih.gov 1 fact
perspectivePediatricians can emphasize the importance of a balanced curriculum that includes playful learning to counter the pressure on early childhood programs to add more didactic components.