Learning through play in Global Majority countries: reflections from the PEDAL centre on understanding and adapting the concept in four different contexts

Abstract

ABSTRACT Research on play tends to consider its relevance as universal: all children play. Whilst research is increasingly pointing to the benefits of play to children’s development and learning, there is also increasing recognition that this research is predominantly carried out in Western contexts, and that its conclusions may not carry over to other contexts. In this paper, we explore the implications of investigating the concept of learning through play to Global Majority contexts, where both play and the contribution of play to learning may be understood differently, and in some cases may not be appropriate. Play is not equally valued in all cultures and around the world children have varying amounts of time dedicated to free play and schooling, as well as very different educational experiences. Globally, there have been increasing efforts to recognise and deal with some of these tensions. Drawing on research carried out at PEDAL, we highlight examples of how learning through play may be understood and enacted in four Global Majority contexts (Nigeria, Mexico, South Africa and Kenya) and some of the questions that have arisen through our work. We use these examples to reflect on our role as play researchers.