Playful learning designs in teacher education and early childhood teacher education: A scoping review

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Abstract

Play and its relation to children's learning and development is thoroughly described in the research literature. However, the application and implication of play in higher education (HE) appears to be less systematically addressed. This article presents a scoping review of playful learning (PL) in teacher education (TE) and early childhood teacher education (ECTE). The review indicates that the relationship between curricular learning goals and PL is often vaguely described, whereas generic competencies and motivation are in focus. Further, the theoretical grounding of PL appears ambiguous. At the end of the article, implications for future research and PL designs in HE are discussed.
Original languageEnglish
Article number103884
JournalTeaching and Teacher Education: An International Journal of Research and Studies
Volume120
Number of pages10
ISSN0742-051X
DOIs
Publication statusPublished - Dec 2022

Keywords

  • professional didactics
  • aesthetics, design and media
  • children and youth

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