Playful pedagogies

Abstract

The idea of play-based learning in the early years prior to school entry has long been a fundamental tenet of quality and inclusive practice in early childhood education and care (ECEC). This is supported by a substantial body of research, developed over an extended period of time, that links play to a range of learning and developmental outcomes, including: cognitive development and higher order thinking; language and literacy; physical development, including children's health and wellbeing; social competence and self-regulation of emotion and behavior. Play-based approaches to learning in the early years have also been linked to the development of high-level learning dispositions (e.g., curiosity, creativity, enthusiasm, persistence, imagination)and processes (e.g., investigation, problem-solving, risk taking and critical reflection) that support success in school and beyond. Notwithstanding different perspectives on play pedagogies, and the teacher’s role, play is also seen to support children’s engagement and active learning and to offer a platform for differentiated teaching and learning. Reflective of this, Australia’s national Early Years Learning Framework (DEEWR, 2009) promotes play as the right of all children, an integral part of being a child and as the prime context for learning in the early years. While play-based learning is a noted pedagogical approach in ECEC settings prior to school, this is not the case within the primary school context. With the roll-out of the Australian School Curriculum (ACARA, 2011), and its focus on content and assessment, opportunities for play and learning, even in the non-compulsory Foundation year, are rapidly diminishing, being replaced by more teacher-directed and didactic approaches to instruction to cover required content and comply with related assessment and accountability measures. This chapter begins with an overview of historical and contemporary perspectives on play as a context for learning, with a focus on the connection between play, imagination and active learning in ECEC. This is followed by an analysis of selected contemporary Australian ECEC policy and curriculum documents to investigate perspectives on play-based learning as children transition to school in Queensland, Australia. Finally, the implications for teaching are discussed, with a focus on the need for pedagogical continuity and the application of play-based learning as a way to motivate and support active learning within diverse classrooms. It is argued that it is not an ‘either’ ‘or’ context, but a case of drawing together playful and imaginative pedagogies with other intentional teaching strategies to promote and support the best outcomes for all children.