Making space for children's agency with playful learning
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Authors
Baker, Sara T
Le Courtois, Soizic
Eberhart, Janina
Publication Date
2021Journal Title
INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION
ISSN
0966-9760
Type
Article
This Version
VoR
Metadata
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Baker, S. T., Le Courtois, S., & Eberhart, J. (2021). Making space for children's agency with playful learning. INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION https://doi.org/10.1080/09669760.2021.1997726
Abstract
Playful learning has garnered supporters, and research evidence, but can also be seen as nebulous and therefore reliant on practitioners’ intuitions in early education settings. In this paper we offer an explicit theoretical account, grounded in developmental psychology, of how play might support the acquisition of broad skills and dispositions for lifelong learning. We argue that play develops self-regulation and motivation, both of which support the child’s agency in their learning. We discuss a culturally inclusive view of agency that is distinct from autonomy, and which is visible in many existing early childhood pedagogies. We conclude with suggesting practical strategies that educators can adopt to enhance learning through play and children’s agency in their learning.
Sponsorship
LEGO Foundation and Cambridge Trust
Identifiers
External DOI: https://doi.org/10.1080/09669760.2021.1997726
This record's URL: https://www.repository.cam.ac.uk/handle/1810/330175
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Licence URL: https://creativecommons.org/licenses/by-nc-nd/4.0/
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