Conceptual Playworld as a Method of Facilitating Learning Beyond Subject Matter in Elementary School

Abstract

Children experience less time to play due to the focus on learning in early childhood education and earlier school starting times. Paradoxically, play is important for children’s learning and contributes to increased curiosity, wonder, and learning motivation. It is also important for children’s sense of belonging in society, social relationships, as well as physical and mental quality of life. In Norway, a new curriculum demands that pupils learn about increased life quality through interdisciplinary teaching but also suggests that play should be included in teaching to promote creative and meaningful learning. Research shows that teachers often let pupils play, but they have little experience and knowledge of how play can both promote learning and secure the quality of life of their pupils. One teacher educator and six student teachers constructed a “Conceptual Playworld” for 18 pupils in 2nd grade. The certified teacher acted as observer together with another teacher educator. Through interviews, we investigated what those who taught and observed experienced and observed. The results show that “Conceptual Playworld” is a method that seems to promote a holistic approach to learning where the pupils acquire social skills in combination with subject knowledge.