Play Pedagogy and Early Development and Education
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Rather than didactic academic teaching or child-centered free play, play pedagogy is offered as an excellent instructional practice because it represents a blending of care and education that is quintessentially an early childhood education (ECE) form of intentional teaching. Four play pedagogies are presented in this article: (1) Story-telling/ story-acting; (2) Improvisation; (3) Workshop pedagogy; and (4) Play-worlds. Play pedagogy in Scandinavia or lekpedagogik is discussed as a particularly well developed set of educational practices. Secondly, this paper discusses the recent movement in the United States for an aligned and coordinated system of PK-3rd grade early education as an attempt to foster intellectual and social emotional development through more humane and developmental teaching, including the use of play pedagogies. Third, teacher education goals are discussed to meet today’s need for a well qualified ECE work force. Teachers need a knowledge base and a skill set related to both PK-3 systems of education and the play pedagogies that should exist within them since together they can seek to unite affect and intellect in the child because each one combines caring and teaching in ECE.
Abstract
Rather than didactic academic teaching or child-centered free play, play pedagogy is offered as an excellent instructional practice because it represents a blending of care and education that is quintessentially an early childhood education (ECE) form of intentional teaching. Four play pedagogies are presented in this article: (1) Story-telling/ story-acting; (2) Improvisation; (3) Workshop pedagogy; and (4) Play-worlds. Play pedagogy in Scandinavia or lekpedagogik is discussed as a particularly well developed set of educational practices. Secondly, this paper discusses the recent movement in the United States for an aligned and coordinated system of PK-3rd grade early education as an attempt to foster intellectual and social emotional development through more humane and developmental teaching, including the use of play pedagogies. Third, teacher education goals are discussed to meet today’s need for a well qualified ECE work force. Teachers need a knowledge base and a skill set related to both PK-3 systems of education and the play pedagogies that should exist within them since together they can seek to unite affect and intellect in the child because each one combines caring and teaching in ECE.
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