Supporting Play Pedagogy in Schools

A number of recent studies show a close correlation between the lack of play competences in children and social marginalization. Based on the research project “Can I join in?” (Jørgensen & Skovbjerg, 2020; Skovbjerg et al. 2018). The purpose of this abstract is to examine empirically and theoretically how we can provide play pedagogy support by introducing play design tools in schools.
There is a long scientific tradition of using play as didactic tools for learning purposes (Piaget, 1962 p. 215ff.; Vygotsky, 1972, p. 102; Butler et al. 2016, p. 48). However, play’s importance as a pedagogical tool for inclusive purposes is still under development in practice (Kalliala, 2007; Skovbjerg, 2020) and has only rarely been the subject of theoretical study (Alvestad, 2020).
By developing an educational model, based on a curriculum design model by Akker (Akker, 2003) and combining it with play properties from Skovbjerg (Skovbjerg, 2020), we provide a tool for teachers with the aim of supporting their design of play environments. The hypothesis is that combining knowledge about curriculum development (Akker, 2003) with knowledge about play and play design (Skovbjerg & Bekker, 2018; Skovbjerg, 2016; Valk L de, et Bekker; Eggen, 2015) and childhood studies (James et al. 1998), can support the development of tools for play pedagogy intended to be used by teachers. The potential of this theoretical combination is under-researched in both play, design and pedagogy.
The main contribution of this abstract is knowledge about how to develop play design knowledge for teachers. By developing the playful spiderweb as a design tool for teachers, we operationalize the theoretical combination into a useful tool.