Developing an Integrated Play-Based Pedagogy in Preservice Teacher Education: A self-study

Abstract

This paper reports a self-study of developing an integrated play-based pedagogy in a preservice early childhood teacher education subject about play. It is framed by understandings of play in children's lives and adult learning. The self-study was initially driven by a contradiction between teaching preservice teachers about play through didactic means and learning about play through play. Other tensions subsequently arose in this self-study and required me to reframe my thoughts and actions so I could move forward. This paper documents the tensions and reframings as the self-study proceeded over the course of a semester. It reveals that developing an integrated play-based pedagogy not only involves play-based activities per se but also the atmosphere in which experiences and interactions unfold and the play qualities they embody. Ideally, students become major players in the process of the development of pedagogy.

Acknowledgements

I gratefully acknowledge the contributions of my reflective colleague, John Daley, who provided an ongoing source of feedback and insights that assisted me in understanding, interrogating and honing my practices in this self-study. I also acknowledge Garry Hoban, who initiated the self-study group in the Faculty of Education at the University of Wollongong. This group provided me with opportunity and collegial support for researching my pedagogy in a new context. I also acknowledge Tom Russell of Queen's University for his participation in and contributions to the group during his 2006 sabbatical visit to Wollongong.