Modes of play in early childhood curricular documents in Brazil, New Zealand and Ontario

Abstract

ABSTRACTEarly childhood policies internationally have been informed by evidence that participation in early childhood education makes a positive difference to children’s learning and development. Attempts to understand the purposes and value of play within early childhood policy frameworks have produced various curricular documents across international contexts. This paper employs text analysis linked to Wood’s [2014. The play-pedagogy interface in contemporary debates. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 145–156). London: Sage.] three modes of play – child-initiated play, adult-guided play, and a technicist version of educational play – to identify where curricula in three different countries in diverse parts of the world currently sit within educational discourse. We provide a brief historical and contextual overview of curriculum policy influences in each country. We then analyse curricular documents in relation to Wood’s modes. We argue that shifts in policy frameworks are moving towards technicist and didactic uses of play. Furthermore, these uses are inconsistent with research that indicates what supports children to learn and thrive in contemporary contexts.