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Supporting a Playful Pedagogical Approach in Early Childhood Education

Alana Parsons
School of Education, Thompson Rivers University
Kamloops, BC

Author Note

A capstone project submitted to Thompson Rivers University in partial fulfilment of the
requirements of the degree of Master of Education.
Presented July 24, 2022

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Abstract
This paper explores the significance and application of playful learning experiences with the
intention of making a positive influence towards changing the trajectory of society’s
inherently traditional educational delivery model. Early-childhood programs have been
recognized as an integral and essential component of a child’s education. Through my
experiences as an educational leader in early childhood education, I have witnessed the
positive impact of facilitating developmentally appropriate learning experiences that are both
child-centered and playful. Educators have the ability to experience joy and the resulting
rewards of facilitating playful experiences with students. Play-based education is a powerful
method of curriculum delivery as the children are receiving an enriched and more meaningful
experience; it is impactful and integral to encompass throughout a child’s entire educational
experience as it allows for a child to be actively engaged in their learning. Experiencing joy,
for both the educator and the student, can significantly reduce feelings of stress. Playful
learning experiences foster accessible entry points to learning that address the varied needs of
all learners. Teachers should appreciate and understand how to create authentic playful
learning experiences for their students for the purpose of enhancing student learning. Fostering
playful learning experiences can apply to all educational levels, however, this paper will
specifically focus on the application of playful learning within early childhood educational
contexts. Learning through a playful pedagogical approach can better equip children with a
holistic range of skills to support success both inside and outside the classroom.

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TABLE OF CONTENTS
Chapter One: Introduction ............................................................................................................... 6
Educational Journey ............................................................................................................ 6
The Importance of Playful Learning ................................................................................... 7
Argument for Playful Learning ........................................................................................... 8
Paper Overview ................................................................................................................... 9
Chapter Two: Literature Review ................................................................................................... 10
Definition of Terms ........................................................................................................... 10
Playful Learning .................................................................................................... 11
Developmentally Appropriate Practice (DAP) ...................................................... 11
21st Century Skills ................................................................................................. 12
Best Practice in Early Childhood Education (ECE) .......................................................... 12
Curricular Frameworks .......................................................................................... 13
Evidence-Based Practice (EBP) ............................................................................ 13
Implementation of Play and Playful Learning Experiences .............................................. 14
Teacher-Led Activities .......................................................................................... 14
Teacher-Guided Activities..................................................................................... 15
Student-Led and Child-Initiated Activities ........................................................... 16
Benefits of Playful Learning ............................................................................................. 16
Development of 21st Century Skills ...................................................................... 17
Supporting Inclusive Education ............................................................................ 17
The Natural Engagement in Play ........................................................................... 19
Perceptions of Playful Learning ........................................................................................ 19

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Teacher Perspectives ............................................................................................. 20
Child Perspectives ................................................................................................. 21
Parental Perspectives ............................................................................................. 21
Summary............................................................................................................................ 22
Chapter Three: Application ........................................................................................................... 23
Applying a Playful Pedagogical Approach in ECE ........................................................... 23
Understanding the Approach ................................................................................. 23
Promoting Reflective and Reflexive Practice........................................................ 24
Adopting the Frameworks ..................................................................................... 25
Putting Theory into Authentic Practice: My Pedagogical Transformation ....................... 27
Recognizing a Need For Change ........................................................................... 28
Leading Organizational Change ............................................................................ 29
Supporting a Playful Pedagogical Approach: Teachers and Parents..................... 30
Supporting Teachers. ................................................................................. 30
Supporting Parents..................................................................................... 32
The Prosperities of Walking the Playful Walk .................................................................. 32
Development of 21st Century Skills ...................................................................... 33
Supporting Inclusive Education ............................................................................ 33
Shifting Teachers’ Perspectives ............................................................................ 34
Summary............................................................................................................................ 34
Chapter Four: Conclusion.............................................................................................................. 36
Summary............................................................................................................................ 36
Implications ....................................................................................................................... 38

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References ..................................................................................................................................... 40

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Chapter One: Introduction
In this chapter, I begin by reviewing how my interest in the topic of playful learning
has developed through my experiences as a student at Thompson Rivers University and as a
teacher in Early Childhood Education (ECE). I proceed by identifying the significance of
playful learning in the context of both teaching and learning, more particularly at the ECE
level. My argument is then presented, followed by an outline of how the paper will be
structured.
Educational Journey
Two years ago marked the beginning of my journey in the Master of Education.
program at Thompson Rivers University. My desire for advancing my professional career as
an educational leader in the field of Early Childhood Education (ECE) was deep-seated.
Reflecting on my practice at that time, I was well aware of the skills, understandings, and
awareness that would develop through taking an M.Ed. degree. As such, I knew the positive
growth within myself as an educator would be of absolute benefit and rewarding to the young
children and fellow ECE teachers I work with; and so, I began.
Engaging in both reflective and reflexive thinking was always part of my work as an
educational leader in ECE. Not only did I engage in reflective and reflexive practice regarding
my own work, but also the work of the educators on my team. My first course on educational
leadership solidified the importance of reflective and reflexive practice. In turn, it helped me
refine my teaching and apply newfound knowledge in a professional context to assess the
effectiveness of our program delivery model and preschool curriculum. Our program delivery
model was inherently traditional and teacher-led, which is what we desired to shift away from.
At this time, we had just begun the process of institutional change and I learned just how

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difficult managing change can be. An impactful culminating moment was recognizing how my
role as an educational leader within my field could significantly affect the results of the
curricular and program changes that we were looking to implement.
Both courses of educational philosophy and curriculum provided a solid theoretical
foundation for my own teaching and my ECE leadership role. As our organization was
designing a more holistic and child-centered curriculum, I felt myself inherently drawn to the
philosophies of John Dewey, Maria Montessori, and Friedrich Fröbel. My curricular re-design
project for the Curriculum and Learning course beautifully illustrated how ECE programs can
deliver child-centered and playful learning experiences through meaningful topics. This
project, From Farm to Table, showed how to expand the traditional topic of The Farm to be
open-ended, holistic, and playful (Parsons, 2021). Looking back on the progression of my
work, I saw my educational philosophy strongly infused throughout. Teachers, from my
perspective, are not the sole holders of knowledge and can therefore learn from their students
(Parsons, 2021). Just as Fröbel valued play as a way to connect children to culture and their
society (Gutek, 2015), I became passionate about children learning authentically through
playful experiences.
The Importance of Playful Learning
My work in ECE continues to reveal the ever-evolving and diversified needs of both
the children and their greater communities. I see the need to nourish stronger and more
adaptable learners. As illustrated within my educational philosophy, “a primary goal of
education, beyond the curriculum, should be for children to develop a strong ability to
resource their own learning and implement effective problem-solving skills” (Parsons, 2021,
p. 2). ECE programs should be designed to achieve set curricular outcomes in such a way that

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is motivating for both the educator and the child. For children, playful learning should be the
chosen method of ECE delivery. Current ECE frameworks recognize how important and
relevant play is for young children. Flight is an Alberta ECE framework noting that “play is a
pleasurable and highly motivating context in which children can explore possibilities and
solve problems that are beyond their reach in ordinary life” (Makovichuk et al., 2014, p. 97).
Simply allotting time for play separates it from an experience that can be used as part of a
child’s way of learning. It further discounts the role an educator has within all experiences to
facilitate rich learning environments. Educators can transform the disconnected relationship
between play and learning by delivering playful learning experiences and embodying a playful
approach.
Argument for Playful Learning
In this paper, I claim that the authentic and holistic delivery of a playful pedagogical
approach in early childhood education is best practice for the reason that it supports inclusivity
by addressing individual learning needs which positively supports the growth of a child’s
social-emotional skills. I further claim that learning through a playful approach is beneficial to
both the trained educator and student as learning outcomes can be targeted through a more
meaningful and engaging approach. This, in turn, can infuse joy into teaching and learning.
Learning through a playful approach provides children with the necessary skills to be better
equipped for their future learning endeavours and encourages the development of essential
learning behaviours. Based upon the following evidence, play is essential for the development
of a child’s self-regulation, communication, and coping skills (Berk, Mann, & Ogan, 2006, as
cited in Felekidou et al., 2018). Teachers play an important role to ensure that playful learning
experiences are therefore effective as a means for inclusion (Felekidou et al., 2018). This

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supports the need for appropriate educator training to allow for more inclusive, meaningful,
and engaging student experiences. Further research indicates that play-based approaches are as
effective at targeting learning outcomes as teacher-led lessons and programs (Vogt et al.,
2018) as play-based learning supports early literacy and language skills (Rand & Morrow,
2021). Based upon this evidence, this paper will argue for the authentic implementation of
play-based learning in early-childhood programs as it offers as a substantial benefit for the
teachers, students, and the educational system.
Paper Overview
This paper began by discussing my journey as both an ECE leader and a student at
Thompson Rivers University. Both roles of a student and teacher simultaneously inspired me
to recognize and prioritize the importance of child-centered playful learning experiences. An
in-depth literature review is conducted in the second chapter. The second chapter explores the
specifics that the literature outlines regarding best practice, holistic and child-centered
approaches, and playful learning in ECE. In chapter three, theory and literature are put into
practice by illustrating how educators can walk the playful walk and implement authentic
playful experiences for their students. The paper concludes in chapter four by providing a
summary and the implications of playful learning in ECE and beyond.

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Chapter Two: Literature Review
This chapter provides an in-depth review of the literature surrounding the pedagogy of
play, implementation of play within early-childhood education, and perceptions that exist
regarding playful learning. The purpose of the literature review is to establish the relevant
knowledge and research as a strong foundation for my argument in providing authentic playful
learning experiences in ECE. This chapter begins by defining the key terminology that is
relayed throughout the literature, that relates to the field of ECE and playful learning. Then,
the themes in the literature as it relates to the essential argument are presented. Lastly, the
chapter concludes by aligning the themes in the literature to the importance of following a
playful pedagogical approach in early childhood education.
Definition of Terms
Play, playful learning, developmentally appropriate practice (DAP), and 21st century
skills are terms that frequently arise within the literature. These terms are important to the
essential argument of this paper and must be understood so that the literature can be analyzed.
The concepts of play, playful learning, DAP, and 21st century skills are defined to support the
literature review.
Play
Play is an important concept to define, as it is central to the life of a child and further
encompasses many of their experiences in early childhood education. Eberle (2014) argues
that “play is a roomy subject, broad in human experience, rich and various over time and
place, and accommodating [diverse] pursuits” (p. 214). He extracts his definition of play by
identifying its key attributes. Play has rules, is fun, exists for the benefit of others and in
various settings, and people engage in play because they want to (Eberle, 2014). Makovichuk

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et al., (2014) reference play as a multimodal literacy that involves the active participation of
children with others and their world. One essential characteristic of play outlined by
Makovichuk et al., (2014) is that play exhibits freedom for a child to participate in their own
prerogative. This characteristic differs from Eberle (2014) as he characterizes play as having
parameters, or rules. Although the specific characteristics of play might differ within the
literature, one central theme connects many definitions. That is, play is often characterized and
defined as an activity that is enjoyable and fun (Eberle, 2014; Makovichuk et al., 2014;
Hansen et al. 1999, as cited in Passmore & Hughes, 2021).
Playful Learning
Play is defined as an activity without reference to learning. The definition of playful
learning integrates the activity of play with the acquisition of knowledge and skills. Playful
learning views play as a medium for learning to occur (Passmore & Hughes, 2021, p. 1155).
Playful learning is noted to occur when it meets the following characteristics: the activity is
joyful, actively engaging, meaningful, iterative, and socially interactive (The LEGO
Foundation, 2017).
Developmentally Appropriate Practice (DAP)
Many early childhood educational philosophies, curricula, and theories refer to
teaching using developmentally appropriate practice (DAP). DAP is founded on two core
considerations. What this means is that early childhood educators should ensure their teaching
practice is considerate of the typical ages and stages of a child’s development along with their
unique developmental needs (Stanković-Ramirez & Thompson, 2021). The National
Association for the Education of Young Children (NAEYC, 2020) released a similar, yet more
comprehensive, definition of DAP that informs the work of early childhood educators.

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According to the NAEYC (2020), DAP constitutes “…as methods that promote each child’s
optimal development and learning through a strengths-based, play-based approach to joyful,
engaged learning…” (p. 5).
21st Century Skills
21st century skills are important in determining a child’s future success. They refer to
the knowledge, career and life skills, habits, and traits that impact student achievement and
success (Buckle, n.d.). Buckle provides a comprehensive list including many integral 21st
century skills, such as: Critical thinking, communication, creativity, problem solving,
perserverence, collaboration, information and media literacy, digital and technological
literacy, global awareness, self-direction, social and literacy skills, civic literacy, social
responsibility, and innovativeness (para. 6). A similar definition of 21st century skills outlines
them as existing under four compentecies, the 4C’s, representing Critical thinking, Creativity,
Communication and Collaboration (P21 association, 2017, as cited in Buitrago-Flórez et al.,
2021).
Best Practice in Early Childhood Education (ECE)
The literature provided a comprehensive framework as to what is and is not considered
best practice in early childhood education. Best practice in ECE constitutes DAP, which
requires an educator’s comprehensive understanding of each individual student. This means
that educators should understand that each child’s development is unique to their individual,
social, cultural, and linguistic environments (Stanković-Ramirez & Thompson, 2021). It is
also evident, through reviewing the definition of DAP as illustrated by the NAEYC (2020),
that play is considered DAP.

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Curricular Frameworks
Emerging ECE curricular frameworks help promote the implementation of best practice,
which emphasizes play. For example, the province of Alberta released an ECE curricular
framework called Flight (Makovichuk et al., 2014). Although this curricular framework was not
mandated, it “…can help educators see, think about, and reflect on… [their] potential to shape
and extend children’s play experiences and their sense of belonging” (Makovichuk et al., p. 6).
Other curricular frameworks similarly valued children's experiences within play. Ontario’s early
childhood framework stressed the incorporation of play in early childhood settings while
infusing learning opportunities within play (Best Start Expert Panel on Early Learning, 2007).
Similarly, the province of British Columbia’s Early Learning Framework (British Columbia
Ministry of Education, 2019) emphasized play within their framework as “[it is] vital to
children’s learning, growing, and making meaning” (p. 24). Play was recognized and supported
by curricular frameworks and through understanding how to incorporate play most beneficially,
ECE educators can deliver a quality educational experience that better supports the needs of the
children.
Evidence-Based Practice (EBP)
Implementing evidence-based practice (EBP) through play and using ECE curricular
frameworks influences the quality of early childhood programs. It is agreed upon amongst early
childhood scholars that program quality is directly linked to the implementation of EBPs (Brock
et al., 2018). In terms of implementing EBPs, the literature refers to the importance of
professional development (PD). Mitchell (2009) advocated for “better and more accessible
professional development, so that every teacher can advance their practice” (p. 8). Providing
early-childhood educators with PD is one way to increase the implementation of EBPs. One

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study reported that the professional development experienced by early-childhood educators has a
direct association with their educational practices and beliefs (Chazan-Cohen et al., 2020). Carr
(2008, as cited in Makovichuk et al., 2014) further reiterated the importance of professional
development within ECE as a way to improve teaching practice. It is evident within the literature
that providing coaching EBPs through PD has a positive influence on ECE programming quality.
Policymakers and educational leaders should provide appropriate support for the teachers who
are at the forefront of program delivery to ensure that early childhood educators implement
evidence-based practice, which translates to effective implementation of play and a playful
learning approach.
Implementation of Play and Playful Learning Experiences
The literature discussed the methods by which early childhood educators implement play
and playful learning experiences for children. Pramling-Samuelsson and Carlsson (2008) state
the traditionalist perspective of play as being an activity initiated by children. Although
preschool programs can include a multitude of activities delivered through teacher-guided,
teacher-led, and child-led activities, play is more often illustrated within the literature to take the
form of a child-led activity.
Teacher-Led Activities
Within the literature, teacher-led activities did not often incorporate play or facilitate a
playful learning experience. A study conducted by Hännikäinen et al., (2014) analyzed structured
teacher-led activities and their influence on a child’s social life. The findings revealed that
teacher-led activities can be designed to be more interactive (Hännikäinen et al., 2014), but did
not indicate that they can be designed to be more playful. Other commonly incorporated teacherled activities are presented in methods that are less interactive and lack mention of play.

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Calendar time is a popular teacher-led activity that was demonstrated to be utilized in earlychildhood classrooms. It was criticized as having barriers to a child’s meaningful participation,
and the incorporation of teacher-led games is offered as a suggested EBP alternative (Beneke et
al., 2008). However, it is important to note that although this alternative is offered, there was no
specific reference to play as a facet of learning through a teacher-led activity.
Teacher-Guided Activities
Teacher-guided play activities were referenced more within the literature. Franco et al.,
(2019) presented the notion that teachers, in many ways, can guide play and classroom activities.
Guided activities were illustrated within the literature to “[constrain] the environment just
enough to help ensure that the child engages with relevant materials and encounters relevant
experiences” (Toub et al., 2016, p. 122). Many subject areas can incorporate teacher-guided
activities. For instance, literature-related activities within early-childhood classrooms can be both
teacher-guided and playful. Fleer (2021) discussed the teacher-guided aspect of incorporating
Playworlds literature in ECE. Within this, the role of the adult is to support the children in the
imagination of the scenario as the narration continues to develop throughout play (Fleer, 2021).
Many global curricular frameworks echoed similar emphasis on the integral role of
incorporating teacher-guided play activities throughout the subject areas. The Organisation for
Economic Co-operation and Development (OECD, 2021) recognized various ECE curriculums
that exist globally, and some are revealed to value teacher-guided activities. For example,
Switzerland’s ECE curricular framework provided direction on implementing guided play and
activities (OECD, 2021). The Flight (Makovichuk et al., 2014) ECE framework of Alberta
offered a similar guideline to that of Switzerland. This framework viewed the teacher as a colearner with children and one who guides children towards opportunities (Makovichuk et al.,

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2014). However, the complete removal of teacher guidance allows children to participate in play
that provides the child with full agency.
Student-Led and Child-Initiated Activities
Play is an activity that can be led or initiated by the learner. It was noted that play can
provide a child with the freedom to learn in their own ways, terms, and time (Makovichuk et al.,
2014). Play was often illustrated as a student-led or child-initiated activity within the literature.
Similarly, student-led and child-initiated activities were typically presented as play. Bullock
(1990) provided considerations for educators when planning or encompassing student-led
activities in their classrooms. Two of Bullock’s (1990) important considerations were to plan
developmentally appropriate activities and for teachers to encourage a child’s agency within their
play. Through Bullock’s (1990) considerations, she illustrated student-led activities as being able
to constitute play. The literature further presents how learning can be embedded within studentled or child-initiated play. Pramling-Samuelsson and Carlsson (2008) validated that children,
through play, can develop their understanding of any learning object. Other literature emphasized
the importance of student-led and child-initiated play activities (Bayley, 2013; Lindon, 2010;
Woods, 2013) as an approach to learning in preschool.
Benefits of Playful Learning
The benefits of learning through play was widely discussed within the literature and
further demonstrated within the research. Implementing a playful pedagogical approach was
similarly supported and encouraged by many scholars. Increasing evidence continues to
represent that children continue to connect, engage, and learn with their surroundings through
play (The LEGO Foundation, 2017). Play, as an activity, is also said to positively influence child
development. For example, play is recognized to support the development of children’s social-

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emotional skills (Andrade, 2019). This section will discuss the benefits of play as illustrated
within the literature and research.
Development of 21st Century Skills
Playful learning can positively impact the development of a child’s 21st century skills.
The development of these skills an occur by intentionally targeting these skills, or can develop
by simply partaking in learning through play. One report conveyed their findings that 21st
century skills were the most commonly targeted by playful learning initiatives (Winthrop et al.,
2019). Other research notes the positive development of communication and social skills through
playful preschool lessons. Another study revealed that through playful activities in a Finnish
preschool, teachers targeted communicative and social behaviour goals (Hännikäinen et al.,
2014). Other 21st century skills are also developed throughout engaging in play. During guided
play, children can be challenged to engage in critical thinking and problem solving when
teachers pose certain questions or suggestions (Toub et al., 2016). Just as the literature illustrates
how these skills can be targeted intentionally, the development of 21st century skills, such as
communication, may also occur naturally. Pramling-Samuelsson and Carlsson (2008) explain
how children spontaneously utilize communication and meta-communication throughout play.
Colliver and Fleer (2016) revealed how preschool participants analyzed their play scenarios,
which demonstrates the innate development of 21st century skills within play.
Supporting Inclusive Education
Inclusion and inclusive education are the foundation of many ECE programs. Research
showed a positive relationship between play and supporting inclusive educational practices. The
results of a study conducted by Passmore and Hughes (2021) revealed that the addition of openended play materials encourages more social communication between peers. This can support the

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development of social communication skills in diagnosed children and amongst all children,
which supports inclusive education.
When teachers are involved in the process or planning of play, they can direct the play to
meet the diverse needs of their students. This idea of scaffolding learning is a practice that can be
used by teachers to support the diverse needs of their students, and therefore can also be
beneficially applied within playful learning. Rand and Morrow (2021) discussed adult
scaffolding within playful learning and made specific references to many studies that review its
effects on children. One particular study concluded that children exhibit a higher rate of
participation in an activity where the adult is an active participant (Neuman & Roskos, 1993, as
cited in Rand & Morrow, 2021). Teachers who are active participants in the play, whether
through participation or scaffolding, can impact the efficacy of playful learning.
Playful learning has the ability to positively support inclusion if educators understand
how to implement it. Rand and Morrow (2021) recognized that not all teachers fully understand
their role within play, and thus requires extensive professional development. Playful learning
curriculums that align with inclusive education, such as Flight (Makovichuk et al., 2014), require
understanding from the teacher on how to appropriately implement it within their practice. A
study conducted on ECE practitioners revealed the lack of professional development as they
“rated their theoretical understanding of play and their play training as moderate to low”
(Howard, 2010, as cited in Bubikova-Moan et al., 2019, p. 789). For play to authentically support
inclusive classrooms, appropriate and applicable training and professional development are
needed.

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The Natural Engagement in Play
Playful learning and play can both be effective tools to utilize in teaching as children are
naturally drawn to participate in it. In fact, most of the activities that children are involved in are
considered play (Pramling-Samuelsson & Fleer, 2009). Just as play is part of a child’s world, it is
deeply rooted within the existence of mammals. Eberle (2014) explained the physiological
instinct within all mammals to participate in play as it has enriched our survival. It is evident that
play is both a preferred activity and part of our physiological make-up. Curricular frameworks
and other proponents of playful learning incorporated these principles to strengthen their
argument for play-based learning approaches. The National Association for the Education of
Young Children (NAEYC, 2020) argued for the incorporation of actively engaging playful
experiences in ECE to support the development of the whole child. Various Canadian early
learning curricular frameworks hold similar arguments. One of the fundamental principles of the
British Columbia Early Learning Framework (British Columbia Ministry of Education, 2019) is
that play is essential to the well-being of each child. Similarly, the Flight (Makovichuk et al.,
2014) framework regarded play and playfulness as a child’s natural disposition to learn.
Understanding the strong natural connection to play is important for early childhood educators
and can help support the appropriate implementation of play within education. This can
strengthen the effectiveness of implementing playful learning.
Perceptions of Playful Learning
The literature strongly supported playful learning and revealed the benefit that play has
on a child’s overall development. ECE curricular frameworks similarly prioritized the
implementation of play and playful learning approaches and echoed the perspectives from
research and literature. Teachers, students, and their corresponding families are therefore

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impacted based on their experiences at the school level. As such, they hold unique perspectives
based on these experiences. This section will explore the perspectives on play and playful
learning in ECE held by teachers, children, and families.
Teacher Perspectives
Teachers in ECE are expected to implement a given program and, if mandated, follow the
provided framework. The literature exposed that teachers often separate learning and play and
this is evident in how they structure their classes. Teacher-led activities, such as circle time, are
seen as teaching practices where learning occurs and play is ignored until designated leisure time
(Pramling-Samuelsson & Carlsson, 2008). Results from a study conducted by Fessha and Pyle
(2016) illustrated the common separation between play and learning among kindergarten
teachers in Ontario. Results indicated that although 91% of all participants incorporated play
within their classrooms, only 19% of participants identified play-based learning to be part of
their ECE program (Fessha & Pyle, 2016). Other research revealed barriers to teachers
implementing a playful learning approach, indicating the disconnect between the supporting
literature, research, and educator interpretation. Bubikova-Moan et al., (2019) discovered
through their research that a barrier to implementing playful learning is the external pressure of
school preparedness. Delaney’s (2018) qualitative research further indicated ECE teacher
support for more structured and less playful classroom activities, such as calendar time. One
participant in Delaney’s (2018) study noted that “calendar time was a place where they felt
successful because the children could be directly taught and practice the basic skills deemed
necessary for future success in Kindergarten” (p. 161). The literature continues to confirm the
benefits of a playful approach to learning. However, the disconnect within teacher perspectives

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indicates that there is further investment required in order to shift teachers’ educational delivery
methodologies.
Child Perspectives
Child perspectives on playful learning in the research and literature are drawn from both
direct conversations with students and inherent conclusions made based on observations and
data. The research showed that overall, all children are highly engaged in play. Passmore and
Hughes’ (2021) research on play in preschool found that children were engaged in a version of
sustained play for an average of eighteen minutes. Further research by Colliver and Fleer (2016)
revealed that children are able to understand that they are learning something, and what they are
specifically learning, through a playful activity. Throughout recorded observations and
interactions with children in various play scenarios, the children articulated various purposes or
rules of their play (Colliver and Fleer, 2016). This illustrates how children view play and
learning as a cohesive activity and therefore find it highly engaging. A case study conducted by
Franco et al. (2019) illustrated how children extend literacy and numeracy concepts within their
play, and in turn, indicated the children’s high level of enjoyment and engagement. Children not
only exhibit positive perspectives on play but further confirm that play and learning can exist
simultaneously.
Parental Perspectives
Parental perspectives differ from the perspectives of children, and even more so from the
perspectives of teachers and educational professionals. Research by Demircan and Erden (2015)
revealed parental perspectives on playful learning. Their research indicated that while
incorporating play within the preschool day is considered important for ECE educators, parents
do not value this as an important issue (Demircan & Erden, 2015). Furthermore, Demican and

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Erden (2015) reported that many parents favour teacher-directed and teacher-centered learning.
This can stem from the fact that many parents believe play and learning are mutually exclusive
from one another (Kane, 2016, as cited in Ward & Wilcox‑Herzog, 2019). Other understandings
of best forms of educational practice are not always appropriately held by parents. What
constitutes DAP is not fully understood nor do parents necessarily hold appropriate beliefs
(Ward & Wilcox-Herzog, 2019). These differing beliefs are also noted in other literature
regarding parents’ understandings of kindergarten readiness. Another study revealed
kindergarten teachers’ perception that parents held academic skills at a higher value (Sverdlov &
Aram, 2016). This relays a case for increased parental awareness. It is important to recognize
these differences to better understand how to address the gaps between parental beliefs and the
research and literature.
Summary
The importance of play and learning through a playful approach is both extensively
examined and supported within the research and literature. The benefits of learning through a
playful approach continue to exist as a strong foundation of the argument towards a pedagogy of
play. Examining the perspectives of educational stakeholders reveals the necessary increase in
effective parental training to better support learning through play. The literature review provided
evidence that supports the implementation of a playful pedagogical approach, and the following
chapter will provide an accessible approach to implementing this pedagogy within early
childhood classrooms.

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Chapter Three: Application
In this chapter, I first illustrate how a playful pedagogical approach to learning can be
practically applied within an early childhood classroom setting. Next, I share my experiences of
supporting a program-wide playful pedagogical approach to teaching and how these experiences
strengthen my argument. Through this, I demonstrate how my experiences in supporting and
implementing playful learning experiences promotes child engagement, 21st century skill
development, and an inclusive learning environment. I connect my practical application and
personal experiences to both the literature and the argument for playful learning. This chapter
concludes by presenting the significance of my learning on the future of ECE programming and
my work as an early-childhood educational leader.
Applying a Playful Pedagogical Approach in ECE
The literature supports an authentically playful ECE program as it provides significant
benefits to a child's skill development. Applying a playful pedagogical approach can be costeffective, as it can be done by utilizing and repurposing what exists while reframing instructional
delivery methods. This section reviews how ECE teachers and programs can deliver authentic
playful learning experiences to their students. In doing so, this section reiterates crucial
considerations when implementing playful learning experiences for students at the classroom and
program level, as related to the literature. Embracing a playful pedagogical approach will ensure
that through high-quality program delivery, students are best set up for success.
Understanding the Approach
Delivering playful learning experiences requires understanding from both ECE leaders,
teachers, and support staff. ECE leaders and teachers need to hold shared beliefs on the
definitions of play, DAP, EBP, and characteristics of a playful learning experience (see The

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LEGO Foundation, 2017). However, as illustrated within the literature, a discrepancy exists
between teachers allotting time for playtime and authentically adopting a playful pedagogical
approach throughout their teaching practice (Fessha & Pyle, 2016). Additionally, not all
educators fully comprehend their role within play (Rand & Morrow, 2021). To apply a playful
pedagogical approach, this must be addressed through professional development (PD) while
providing ongoing support and mentorship to all ECE staff.
Providing staff-wide PD is an effective means to foster shared beliefs and motivate
educators to support a playful pedagogical approach. PD should address the needs of the staff
and build on their understanding of playful learning experiences and be designed to build upon
their existing level of understanding. DAP should be clearly defined to ECE educators through
PD to address developmentally inappropriate activities, such as calendar time (see Benke et al.,
2008). As schools should follow the principles of Inclusive Education (see Alberta Education,
2022), PD can effectively address educator needs as learners by following the same principles.
Clement and Vandenberghe (2000, as cited in Cherrington & Thornton, 2013) stress the
importance of balancing collaborative learning PD with individualized PD opportunities, which
is a method of responding to individual learner needs as educators (Alberta Education, 2022).
Promoting Reflective and Reflexive Practice
By promoting a culture of reflective and reflexive practice, educators can increase
morale, commitment, open-mindedness, creativity, and clearer boundaries defining their practice
(Fook, 2002, as cited in Bolton & Delderfield, 2018) when working through a playful
pedagogical approach. As such, it is important to promote reflective and reflexive practice at
both the teacher level and leadership level. Educational leaders can encourage teachers to reflect
upon their incorporation of teacher-led, student-led, and child-led activities. Reflecting on

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teaching practices such as circle time could reveal ineffective learning methods, such as ignoring
play until designated learning time (Pramling-Samuelsson & Carlsson, 2008). This illuminates
where a more playful approach can be implemented.
Reflective and reflexive practice can also provide teachers and ECE programs with
insight into the perspectives of the parents within the school community. As Ward and WilcoxHerzog (2019) state, parents may not fully understand DAP or hold appropriate beliefs about it.
Teachers and programs can better support parents by targeting their discrepencies through
discerning parental perspectives. This can address the gaps between parental and program
perspectives to allow for stronger and more universal support of a playful pedagogical approach.
Adopting the Frameworks
As reviewed in the literature, many Canadian provinces hold curricular frameworks that
support a playful pedagogical approach. Flight (Makovichuk et al., 2014) is the Alberta early
learning and care framework and although it is not provincially mandated, “it is a guide for early
childhood educators to use in their everyday work” (p. 4). This framework provides holistic playbased goals (see Makovichuk et al., 2014, p. 81) that can support a program's implementation of
DAP, EBP, and authentic playful learning experiences within ECE programs.
Scott Eberle (2014) promotes a philosophy of play by providing a comprehensive
definition of and review of the elements of play. Eberle (2014) discusses how each element of
anticipation, surprise, pleasure, understanding, strength, and poise unfold throughout the process
of play and therefore distinguishes play in its entirety. The elements of play are evident in Figure
1. Understanding and further reflecting on past play activities and the elements exhibited during
those playful experiences can guide teachers towards adopting an authentic playful pedagogy.

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Figure 1
The Elements of Play

From Play Elements, by The Strong, 2014 (https://www.museumofplay.org/education/educationand-play-resources/elements-play).

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The LEGO Foundation (2017) advocates for the authentic delivery of playful learning
experiences through their framework and published literature. This framework offers a practical
and relevant perspective that can be adopted by ECE programs as a supplement to their
governing framework. The LEGO Foundation (2017) outlines five characteristics of a playful
learning experience. A learning activity must meet the criteria of being joyful, actively engaging,
socially interactive, meaningful, and iterative to be considered an authentic playful learning
experience (The LEGO Foundation, 2017). These criteria can be used by educators as a guideline
during their planning process. Educators can also benefit from considering the characteristics of
a playful learning experience in their reflective practice. This can be done as a means of
assessing areas of strength and areas for growth while critiquing their effectiveness and authentic
delivery of playful learning experiences.
The LEGO Foundation (2017) and the Flight (Makovichuk et al., 2014) framework
illustrate a common holistic approach and, as such, can be used as a benchmark for creating
authentically playful programs. A holistic ECE program should hold equal emphasis on the
development of a child’s emotional, cognitive, physical, social, and creative skills (The LEGO
Foundation, 2017). These skills can be achieved through targeting the holistic play-based goals
outlined in Flight (Makovichuk et al., 2014) which are well-being, play and playfulness,
communication and literacies, and diversity and social responsibility. In the next section, I
discuss my experiences in applying the characteristics of a playful learning experience while
guiding parents and educators to transform the delivery of an ECE program.
Putting Theory into Authentic Practice: My Pedagogical Transformation
In this section, I will explore my transformation toward embracing a playful pedagogical
approach to learning. My practical experiences in the role as an educational leader and

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supporting the implementation of a playful curricular framework confirms the claims made
within the literature. First, I discuss how my experiences in leading organizational change
towards adopting an authentic playful pedagogical approach presented increasing benefits to a
child’s development and educational experience. Through this, I address how my experiences
mirror the educator, child, and parental perspectives shared within the literature. To conclude this
section, I share my experience in working with educators and childrens’ families that supports
their receptiveness and acceptance of a playful pedagogical approach to learning.
Recognizing a Need For Change
After working for two years as a program leader at a ‘play-based’ ECE organization, I
became part of the curriculum and program re-design team in 2020. The term ‘play-based’ is
used loosely in this context as the program, at that time, did not consistently follow best practices
or offer authentic playful learning experiences. Educators did not infuse playful learning within
teacher-led activities. Instead, play was separated from their understanding of what was
considered to be teaching moments, such as circle time. This echoes the perspectives held by
many teachers that are shared by Pramling-Samuelsson and Carlsson (2008), where play is
ignored during teacher-led activities until designated leisure time.
Another common practice that was often implemented was the use of calendar time
during teacher-led activities. Not only is calendar time disputed within the literature and seen as
developmentally inappropriate (Benke et al., 2008; Friedman, 2000), it rarely offered the
children a playful learning experience. Through my reflections during this time, I realized that
students exhibited general disinterest in teacher-led activities. This was apparent through
childrens’ direct opposition to participate in a teacher-led activity, disengagement during the
activity, or the demonstration of a child’s lack of understanding. Delaney’s (2018) research noted

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that teachers supported calendar time because ECE teachers felt they were successfully teaching
and practicing kindergarten skills through a direct approach. Yet, these approaches do not
address the child's disengagement and lack of understanding.
Leading Organizational Change
We began the process of encouraging the educators to substitute calendar time activities
within classrooms. The teachers were provided with programming alternatives that encouraged
more social interaction and active engagement to support their transition. One immediate
positive transformation recognized was the significant increase in overall student engagement.
Children seemed less reluctant to participate in a teacher-led activity when they became active
participants in it. As these activities appeared more joyful, therefore enjoyable for both the
teacher and student, it became more evident that the children could demonstrate understanding of
the activity’s purpose. This similarly represents Colliver and Fleer’s (2016) research, which
revealed that children can understand what they are learning, and what knowledge and skills they
are specifically acquiring, through playful experiences. Realizing the benefits of this change
promoted the re-design of our ECE curriculum to support a more holistic and play-based
pedagogical approach.
Being a contributing member of the curriculum re-design team required systematic
reflection on our observations of our most recent programing transformation. As a team, we
further critiqued our current curriculum and analyzed it against the holistic play-based goals of
Flight (Makovichuk et al., 2014), the essential holistic skills and playful learning experience
characteristics from The LEGO Foundation (2017), and various other early-learning frameworks
from places such as Ontario and British Columbia (see Best Start Expert Panel on Early
Learning, 2007; British Columbia Ministry of Education, 2019). Our team developed a draft

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curriculum that we believed to be holistic and encouraged teachers to adopt an authentic playbased approach within their classrooms. My pedagogical transformation advanced quicker upon
recognizing the existing discrepancy between allotting time for play and authentically adopting a
playful pedagogical approach (Fessha & Pyle, 2016). Although this realization was something I
had developed, supporting educators and families in understanding the importance of a playful
pedagogical approach was necessary.
Supporting a Playful Pedagogical Approach: Teachers and Parents
As explored in the literature review, children’s natural engagement in play further
confirms the merit of providing an authentically playful educational experience. PramlingSamuelsson and Fleer (2009) note that play classifies most of a child’s experiences. This
translates to the inherent support that children bear towards engaging in playful experiences,
which I can similarly confirm by my encounters. Within my experiences, teachers and parents,
however, exhibited the opposite. They were either unacquainted with a playful approach to
learning, reluctant to adopt it, or skeptical of the benefits.
Supporting Teachers. Teachers required additional targeted support in facilitating
authentically playful activities and classrooms. Within this educational setting, the teachers
viewed play and learning as two separate entities. This was also revealed in the research by
Pramling-Samuelsson and Carlsson (2008). Through professional development and in-class
support, it was the goal to have educators recognize that teacher-led activities did not have to be
delivered through a more traditional and disciplined approach. Teacher-led activities should
adhere to the characteristics of a playful learning experience, and in turn, be more engaging for
both the teacher and the student. In other words, teacher-led activities should be playful. Figure 2
is the teacher planning sheet that was designed to support ECE teacher planning.

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Figure 2
Playful Learning Experience Teacher Planning Sheet

Playful Learning Experience Title
What Monthly Unit of
Pre-Kindergarten
Unit of
Exploration is this Playful
Level
Exploration
Junior Kindergarten
Learning Experience for?
What will students understand
What specific learning outcomes
Lesson
Curriculum
by the end of this Playful
from the curriculum are being
Objective
Objectives
Learning Experience?
targeted?
Lesson Description and
Universal, Targeted, and
Required Resources
Timeline
Individualized Strategies
Describe the sequence of the
List any resources required
List the universal, targeted,
playful learning experience.
and how they support the
and/or individualized
playful learning experience.
strategies implemented.
Links to the 5 Characteristics of a Playful Learning Experience
Explain how your lesson targets each characteristic.
Iterative
Socially
Interactive
Meaningful
Joyful
Actively
Engaging
Documentation
Discuss how you will document student learning and how this will be shared with their family.
How will each child’s documentation be representative of their individual learning journey?
Note. This figure was produced by Parsons in 2022, a planning sheet for ECE teachers. Adapted
from What we mean by: Learning through play, by The LEGO Foundation, 2017.

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Supporting Parents. Parents required additional education to understand the objectives
and resulting benefits of this change. The general consensus toward play that existed between
many preschoolers’ families directly connects to Demican and Erden’s (2015) research. Through
my experiences facilitating school tours, individualized program plan (IPP) meetings, and other
parent-teacher meetings, many parents based support on teacher-directed and teacher-learning
activities (Demican & Erden, 2015). For example, parents would question how targeted specific
cognitive-based skills, such as shape and letter recognition, were targeted. The implementation
of family play sessions was done as a way to demonstrate to parents that language or fine motor
skills can be targeted through a playful approach. Activities within the session included each
characteristic of a playful learning experience. This showcased the benefits of learning through a
playful approach, which supported the organization’s adoption of this philosophy. Ward and
Wilcox-Herzog (2019) mention that parents may not hold appropriate DAP beliefs, and these
misconceptions can be appropriately addressed through parent play groups. Through including
the parents on the journey of understanding and appreciating the playful approach to learning,
this can allow for stronger and more collaborative approaches to supporting the growth and wellbeing of children.
The Prosperities of Walking the Playful Walk
By implementing a playful learning experience for students, this pedagogical approach
addresses the essential argument of an overall benefit to teachers and students. This section
connects my observed applications of engaging playful learning experiences and how they
connect to the development of a child’s 21st century skills and promote an inclusive learning
environment.

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Development of 21st Century Skills
An example of a playful learning experience provided to the children was during the unit
on Structures. In a junior-kindergarten lesson presented by a teacher, children worked together in
groups to build their ideal town using various plastic cups, paper ramps, and other recyclable
materials. Children were required to interact with one another due to the nature of this lesson,
which made the lesson socially interactive. This targeted communicative and social behaviour
goals (Hännikäinen et al., 2014) and challenged children to engage in critical thinking and
problem solving (Toub et al., 2016). Through the process of problem-solving, a playful
experience can support an iterative process. Children were actively engaged throughout the
entire building process, and created a product that was meaningful to them. Targeted numeracy
concepts were extended within this playful lesson (Franco et al., 2019) as the children used
language such as “tall”, “short”, “big”, and “small”. As such, it was found to be joyful as
established by various child requested to repeat the activity once it was concluded.
Supporting Inclusive Education
Children who are diagnosed with a receptive, expressive, or total language delay can
participate in and benefit from experiencing playful learning experiences with their peers. For
example, one student diagnosed with a severe total language delay was able to participate in the
same cup and recyclables building activity delivered in the Structures unit. Although this child
was unable to verbalize words such as “tall” and “short”, they pointed to the relevant concepts on
their aided language board throughout their play. This student was observed to be highly
engaged in the activity and was able to be an active participant in the learning process. As
discussed within the literature review, open-ended play materials encourages increased social
communication (Passmore & Hughes, 2021). This benefits children with diagnosed delays as

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similarly demonstrated in this specific case, and allows all children to be active participants in
the learning activity.
Shifting Teachers’ Perspectives
Just as children hold the inherent perception that play and learning are cohesive activities
(Colliver & Fleer, 2016; Franco et al., 2019), teachers shifted their perspective towards a similar
understanding. This understanding, and the realization that most of a child’s activities are
considered play (Pramling-Samuelsson & Fleer, 2009), supported both my pedagogical shift and
the pedagogical shift of other ECE educators. Through understanding how to plan playful
learning experiences and target learning objectives, it was easier to remove less actively
engaging and joyful activities such as calendar time. As noted within the literature review,
calendar time was criticized as having barriers to a child’s meaningful participation (Beneke et
al., 2008). Whereas, a critical characteristic of a playful learning experience is that the
experience itself must be meaningful (The LEGO Foundation, 2017). The shift in teachers’
perspectives reveals the appreciation of the playful learning argument.
Summary
My proposal for the successful implementation of a playful approach is supported by the
literature. It offers as EBP for ECE organizations, reiterates the importance of relevant and highquality PD, and is grounded in the importance of deeply understanding the related frameworks.
My relevant experiences in putting theory into practice confirms the benefits of a playful
pedagogical approach to learning as outlined within the argument of this paper. An authentic
playful approach can be more effectively delivered, thus met with less resistance, through
educating both parents and teachers. Learning through play and playful learning is, in turn, best
practice in ECE. This strengthens my aspirations to continue supporting programs and teachers

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in applying a playful learning approach. Through engaging in ongoing professional learning and
development, I can increase my understanding and apply what I have learned to support my work
in ECE. The final chapter will summarize the presented argument, literature review, and
application and provide future implications of playful learning.
Through reviewing the benefits of, implementations of, and perspectives on playful
learning within the literature, I have provided a suggested approach for implementing a playful
pedagogical approach supported by the literature. My experiences revealed within the application
demonstrated the distinguished benefits of adopting a playful approach when organizations work
to build capacity of parents and educators. My experiences of this are supported by the literature,
and provides as an encouraging confirmation that all children should be provided with highquality playful learning experiences in ECE.

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Chapter Four: Conclusion
In this paper, I argue that implementing a playful pedagogical approach is ideal within
the field of ECE. I claim that playful learning is best practice because it promotes the
development of 21st century skills and an inclusive classroom environment through actively
engaging children’s experiences that are more meaningful to them. First, this concluding chapter
connects the claims, themes, and ideas presented within the previous chapters. Next, I review
how the paper successfully achieves and further progresses the argument for playful learning in
ECE. Last, I discuss the theoretical and practical implications of a playful pedagogical approach
to learning.
Summary
In chapter one, I discussed what influenced my decision to enter the M.Ed program. My
reason for enriching my professional practice connected to my practical redesign of a playful
curriculum to similarly enrich ECE program delivery. I reflected on how the key learning
moments within the M.Ed program was a positive influence in being an educational leader and
implementing curricular change. I referenced the educational philosophers that helped seed the
roots of my argument for authentic playful learning in ECE. My significant learning moments
within the M.Ed program and practical experience in developing a playful curriculum provided a
strong foundation to my argument for providing authentic playful learning in ECE.
In chapter two, I reviewed the literature surrounding playful learning in ECE and
revealed the connection to my essential argument. Several themes emerged from the literature
review. The first theme is how best practice is defined and presented within ECE. Curricular
frameworks, such as Flight (Makovichuk et al., 2014), provide a guideline for ECE practitioners
to support their implementation of best practice in their classrooms. EBP is used within

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curricular frameworks and has a direct impact on teacher practice when presented through PD
(Chazan-Cohen et al., 2020). The literature presented evidence that the inclusion of play and
playful learning is most commonly done through child-guided methods (Pramling-Samuelsson &
Carlsson, 2008), which establishes a strong case for the equal inclusion of playful learning within
teacher-led teacher-guided learning methods. The literature review demonstrated the strong
appreciation of the benefits to playful learning recognized by the literature, which supports the
argument for a playful pedagogical approach. Learning through play is an optimal approach to
developing 21st century skills and promoting inclusivity as play exists as an extensive,
meaningful, and natural experience within a child’s life (Pramling-Samuelsson & Fleer, 2009;
Eberle, 2014). The literature review concluded by illustrating the strong support towards play
held by children (Passmore & Hughes, 2021; Colliver & Fleer, 2016) which presented as a
strong justification for its inclusion. The perspectives held by both parents and teachers presented
within the literature is offered as the pretext to the training provided to ECE educators and
parents in chapter three.
The third chapter brought together my educational journey, as the inauguration of my
argument, and the existing literature to present my application of a playful pedagogical approach.
The application was presented twofold. The first suggested an approach towards adopting
authentically playful practice in early childhood. This was strengthened by the findings within
the literature and relates to my experiences in doing so. The second component of the application
illustrated my experiences in facilitating curricular change and supporting the implementation of
a playful learning philosophy as an educational leader. I recognized how my own experiences
reveal that adopting a playful learning approach proved to be beneficial. For example, my
experiences showed increased active engagement for all students which demonstrates its

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promotion of inclusive education. Then, I revealed the necessary parental and educator training
required so that all stakeholders can positively influence the outcomes of a playful pedagogical
approach.
Implications
Theoretical and practical implications emerge from the presented argument and
application within this paper. These implications should be considered by teachers, educational
leaders and administrators, curriculum designers, and ECE organizations as a whole. From a
theoretical standpoint, ECE practitioners continue to ensure high-quality program delivery and
advance their understanding of DAP. Accepted understandings of DAP in ECE continues to
change over time as a result of the ongoing research on how children learn best. This influences
the related teaching practices implemented by teachers, programs, and the suggested curricular
frameworks. Research similarly reveals how teachers can target learning outcomes through a
meaningful, actively engaging, joyful, socially ineractive, and iterative learning experience (see
the Lego Foundation, 2017). This transforms the pre-established view on a child’s act of learning
and skill development. Learning and play can exist cohesively, and this understanding has the
ability to make a difference in learning both inside and outside the field of ECE. Further research
on the subject of playful learning in ECE, and beyond, will support curriculum designers, ECE
programs, and teachers to better understand how to embody this pedagogical approach. This can
provide a positive impact on educational programs to continue to foster inclusivity and promote a
learning environment that is the most joyful and effective for both teachers and students.
From a practical standpoint, it is my hope that this paper’s argument encourages ECE
program leaders to consider the format in which they are teaching their students. Similarly,
another goal is for ECE teachers to reflect on the delivery of their curricular outcomes. I am

39
encouraged that educators and program leaders will seek ways in which curricular outcomes can
be addressed through delivering playful learning experiences, rather than through traditional
teacher-led methods. Recognizing the need for change and, in turn, changing one’s practices can
be overwhelming. Through seeing the benefits that playful learning has on students, I hope
educators commit to beginning the process of change. Even if the change is small, such as
removing the teacher-driven circle time practices within classrooms, it has the ability to make a
large and positive impact on fostering a more inclusive and engaging classroom.
Continued research is needed to explore playful learning beyond the ECE classroom to
address the gap between the ECE and grade school environment. This will support and
encourage that more playful and meaningful learning experiences are offered beyond the child’s
early years, and for educators to continue to develop their practice in delivering playful learning
experiences. Children should receive learning experiences that develop profound skills to support
their forward thinking. If this pedagogical approach continues to develop, we will support
today’s children to develop the necessary skills required to innovate solutions to the increasingly
complex problems they will encounter within their adulthood.

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