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European Early Childhood Education Research Journal Volume 27, 2019 - Issue 6
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Articles

ECE teachers’ views on play-based learning: a systematic review

Jarmila Bubikova-MoanNordic Institute for Studies in Innovation, Research and Education, Oslo, NorwayCorrespondence[email protected]
[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0573-5124
ORCID Icon,
Hanne Næss HjetlandNordic Institute for Studies in Innovation, Research and Education, Oslo, NorwayORCID Iconhttps://orcid.org/0000-0002-8072-402X
ORCID Icon &
Sabine WollscheidNordic Institute for Studies in Innovation, Research and Education, Oslo, NorwayORCID Iconhttps://orcid.org/0000-0001-7376-9820
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Pages 776-800 | Published online: 14 Oct 2019

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Tracey Joyce, Megan McKenzie, Angela Lindsay & Derya Asi. (2023) ‘Don't call it a workforce, call it a profession!’: Perceptions of Scottish early years professionals on their roles from past to future. Education 3-13 0:0, pages 1-14.
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Myae Han, Martha Buell, Di Liu & Annette Pic. (2023) Can an intensive professional development on play change child care providers’ perspectives and practice on play?. International Journal of Play 12:2, pages 175-192.
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Ingrid Pramling Samuelsson & Camilla Björklund. (2023) The relation of play and learning empirically studied and conceptualised. International Journal of Early Years Education 31:2, pages 309-323.
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Jennifer J. Chen. (2023) Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research. Early Education and Development 34:1, pages 1-26.
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Emelie Stavholm, Pernilla Lagerlöf & Cecilia Wallerstedt. (2022) Re-mediation in Early Childhood Teachers’ Reasoning about their Role in Play: An Empirical Study of the Learning Process of a Work Team. Early Years 0:0, pages 1-15.
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Julie Fisher. (2022) To play or not to play: teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England. Education 3-13 50:6, pages 803-815.
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Mirja Köngäs, Kaarina Määttä & Satu Uusiautti. (2022) Participation in play activities in the children’s peer culture. Early Child Development and Care 192:10, pages 1533-1546.
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Dana Al-Qinneh & Emad A. S. Abu-Ayyash. (2022) The Play-based Behaviours of Emirati Preschool Children: Cultural Perspective into Early Childhood Education. Child Care in Practice 28:3, pages 394-410.
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Elise Hunkin & Julie Carmel. (2022) Toward a higher education playfulness pedagogy (HEPP) for pre-service early childhood Work Integrated Learning courses. Journal of Early Childhood Teacher Education 43:3, pages 414-425.
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Jie Gao, Yuwei Xu, Eleanor Kitto, Helen Bradford & Clare Brooks. (2022) Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach. Early Years 42:1, pages 55-70.
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Natasha Goodhall & Cathy Atkinson. (2021) An exploratory case study: children’s comparative play access in English and Welsh classrooms. International Journal of Play 10:3, pages 203-227.
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Tiril Wilhelmsen, Ratib Lekhal, Nina Alexandersen, Ragnhild E. Brandlistuen & Mari V. Wang. (2021) Children’s temperament moderates the long-term effects of pedagogical practices in ECEC on children’s externalising problems. European Early Childhood Education Research Journal 29:2, pages 206-223.
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Heli King, José-Carlos García-Rosell & Steve Noakes. (2020) Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism 20:3, pages 190-201.
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Mahudi Mofokeng & Kananga Robert Mukuna. (2023) Practitioner's Experiences in Using Play as a Learning Pedagogy: A Case of Early Childhood Centres in Qwaqwa. Journal of Educational Studies 2023:si1, pages 120-140.
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Erin G. Fox, Sarah N. Lang & Erin Tebben. (2023) Planning for Play in Early Childhood Classrooms. Early Childhood Education Journal.
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Anitta Melasalmi, Signe Siklander, Marjaana Kangas & Tarja-Riitta Hurme. (2023) Agentic playful pre-service teachers: positionings from teacher-initiated playful teacher to community-shared playful teacher. Frontiers in Education 8.
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Olivia Johnston, Helen Wildy & Jennifer Shand. (2022) Teenagers learn through play too: communicating high expectations through a playful learning approach. The Australian Educational Researcher 50:3, pages 921-940.
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Charlotte Wilders & Elizabeth Wood. (2023) ‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1. Journal of Early Childhood Research 21:2, pages 162-180.
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Siti Roudhotul Jannah, Muhammad Yusuf, Choirudin Choirudin, Rani Darmayanti & Dhita Paranita Ningtyas. (2023) The Effect of Instructional Media and Interpersonal Intelligence on Early Reading Skills. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:2, pages 1346-1353.
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Karen McLean, Gillian Lake, Mary Wild, Ulla Licandro & Maria Evangelou. (2022) Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood 48:1, pages 5-17.
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Minsun Shin. (2023) Draw and Tell: Uncovering Korean Infant Teachers’ Play Experiences and Their Views in Supporting Infants’ Play. International Journal of Early Childhood.
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Ji Young Lee, Charlotte Anne Wright, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2023) Another case of the theory to practice gap: South Korean early childhood education and care. Early Childhood Research Quarterly 65, pages 385-395.
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Claire Jane McLachlan. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 424 433 .
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Joe Sadamatsu. (2022) Experienced nursery teachers gaze longer at children during play than do novice teachers: an eye-tracking study. Asia Pacific Education Review.
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Jone Sagastui, Elena Herrán & M. Teresa Anguera. (2021) Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity. European Journal of Psychology of Education 37:3, pages 707-728.
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Nirmala Karuppiah. (2022) What are Singapore parents’ perception of play in the early years?. Journal of Childhood, Education & Society 3:2, pages 200-211.
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Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens & Paul G. Ramchandani. (2022) Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta‐analysis. Child Development 93:4, pages 1162-1180.
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Katja Mackowiak, Christina Küsshauer, Laura Budnik & Matthias Mai. (2022) Bildungsverständnis von pädagogischen Fachkräften in Kitas. Frühe Bildung 11:3, pages 140-147.
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Diana-Crina Marin, Mușata Bocoș & Ciprian Baciu. (2022) How to Become a Memorable Teacher for Your Pupils?. Educatia 21:22, pages 65-71.
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Wei Mao, Laura K Doan & Victoria Handford. (2022) The use of play in English as a foreign language classrooms: Chinese teachers’ perspectives. International Journal of Chinese Education 11:2, pages 2212585X2211133.
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Tamara Pribišev Beleslin & Marica Travar. (2022) The Importance of the OMEP ESD Rating Scale for Building Future Preschool Teachers’ Professional Competencies in Bosnia and Herzegovina. International Journal of Early Childhood 54:1, pages 139-164.
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Hongbiao Yin, Chrysa Pui Chi Keung & Winnie Wing Yi Tam. (2021) What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?. Early Childhood Education Journal 50:4, pages 555-566.
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Rachel Parker, Bo Stjerne Thomsen & Amy Berry. (2022) Learning Through Play at School – A Framework for Policy and Practice. Frontiers in Education 7.
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Jarmila Bubikova-Moan & Margareth Sandvik. (2022) Argumentation in Early Childhood: A Systematic Review. Human Development 66:6, pages 397-413.
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Christine D. Tippett & Roxana Yanez Gonzalez. 2022. Children’s Creative Inquiry in STEM. Children’s Creative Inquiry in STEM 131 150 .
Jonna Kangas, Tuulikki Ukkonen-Mikkola, Heidi Harju-Luukkainen, Samuli Ranta, Heidi Chydenius, Jaana Lahdenperä, Marita Neitola, Jarmo Kinos, Nina Sajaniemi & Inkeri Ruokonen. (2021) Understanding Different Approaches to ECE Pedagogy through Tensions. Education Sciences 11:12, pages 790.
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Tone Rove Nilsen. (2021) Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment. International Journal of Child Care and Education Policy 15:1.
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Sue Saltmarsh & I-Fang Lee. (2021) Playing with happiness: Biopolitics, childhood and representations of play. Contemporary Issues in Early Childhood 22:4, pages 296-311.
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Xunyi Lin, Yutong Liao, Manli Xue & Yeshe Colliver. (2021) Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors. Frontiers in Psychology 12.
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Ruth Wallace & Sandra Hesterman. (2021) The Nexus of Play-based Learning and Early Childhood Education: A Western Australian Account. Education and Society 39:1, pages 5-24.
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Elin Eriksen Ødegaard. (2021) Reimagining “Collaborative Exploration”—A Signature Pedagogy for Sustainability in Early Childhood Education and Care. Sustainability 13:9, pages 5139.
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Najmonnisa Khan, Lubna Oad & Rabia Aslam. (2021) ENTREPRENEURSHIP SKILLS AMONG YOUNG LEARNER THROUGH PLAY STRATEGY: A QUALITATIVE STUDY. Humanities & Social Sciences Reviews 9:2, pages 64-74.
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Anjum Qureshi & Nazir Qureshi. (2021) Challenges and issues of STEM education. Advances in Mobile Learning Educational Research 1:2, pages 146-161.
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J. V. Archana & P. S. Sreedevi. 2021. Neuro-Systemic Applications in Learning. Neuro-Systemic Applications in Learning 261 281 .
Elin Reikerås. (2020) Relations between play skills and mathematical skills in toddlers. ZDM 52:4, pages 703-716.
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