Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom

Authors

Rachel Parker, Australian Council for Educational Research (ACER)Follow
Bo Stjerne Thomsen, LEGO Foundation

Publication Date

3-2019

Subjects

Play based learning, Primary school students, Primary school curriculum, Child development, Teaching process, Teaching methods, Integrated activities, Skill development, Literature reviews

Abstract

This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through play’s positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating children’s social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education. These pedagogies can altogether create learning experiences for children that are meaningful, actively engaging, iterative, socially interactive and joyful.

Recommended Citation

Parker, R., & Thomsen, B. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. LEGO Foundation. https://research.acer.edu.au/learning_processes/22

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

Place of Publication

Billund, Denmark

Publisher

LEGO Foundation

Language

Danish, Ukrainian

ISBN

9788799958962