The play paradox: A systematic literature review of play-based pedagogy applied in the classroom

Abstract

AimOver the last decade, there has been growing interest in the application of play as a pedagogical approach to support the learning of children within formal education settings. However, existing literature has shown there is significant variation in teachers’ understanding of play-based pedagogy (PBP) and how it is applied in the classroom (Pyle et al., 2018; Jay & Kunas, 2018; Nolan & Paatsch, 2018). While these small-scale qualitative studies provide valuable insights, there is a need to configure findings in order to better understand what influences teachers’ application of PBP in the classroom. This study undertakes a systematic literature review of existing research addressing teachers’ perceptions of their application of PBP in primary classrooms.MethodsSix relevant studies were identified for in-depth critique, with original findings and authors interpretations synthesised, using thematic synthesis (Thomas & Harden, 2008)FindingsThree analytical themes were generated: PBP is different from the wider concept of ‘play’; PBP requires a balance between play activities and teacher-led instruction; and career long professional learning (CLPL) opportunities are essential in developing teachers’ application of PBP.LimitationsThe current review explored a specific subsection of literature regarding teacher’s experiences of implementing PBP. Therefore, the literature included in the review is limited to qualitative data and findings are based on participants’ subjective experiences.ConclusionsImplications for educational psychology (EP) practice are discussed in relation to the emerging themes. It is hoped results from this study will inform future policy and practice in order to support and develop the use of PBP as an effective approach to teaching and learning within formal education settings.