Making space for children's agency with playful learning

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.