2022

Kangas, Jonna; Harju-Luukkainen, Heidi

In this chapter we create a framework around the concept of play as a multimodal attitude or experience in early childhood education. In the Finnish curriculum for ECE play is considered essential for learning and is supported with a systematic and goal-oriented approach to scaffold children into engaging in learning opportunities. Therefore, teachers create good preconditions for play, supervise it in a suitable way and ensure that each child gets an opportunity to participate in play according to their skills and capabilities. In this chapter we analyze the play and playful approach in the Finnish ECE with the help of content analysis of policy documents and previously published peer reviewed scientific papers. At the end of this chapter we present a theoretical framework of playful learning and pedagogy. This model is conducted through a meta-analysis of learning theories, theories of play and of the recent research literature. It is a tool for teachers and researchers to reflect their playful practices and contextualize the concept of play in the context of education.