Playful learning designs in teacher education and early childhood teacher education: A scoping review

被引：13

作者：

Boysen, Mikkel Snorre Wilms ^{[1
]}

Sorensen, Merete Cornet ^{[1
]}

Jensen, Hanne ^{[2
]}

Von Seelen, Jesper ^{[3
]}

Skovbjerg, Helle-Marie ^{[4
]}

机构：

[1] Univ Coll Absalon, Ctr Pedag, Trekroner Forskerpk 4, DK-4000 Roskilde, Denmark

[2] LEGO Fdn, Billund, Denmark

[3] Univ Coll South Denmark, Odense, Denmark

[4] Design Sch Kolding, Kolding, Denmark

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 120卷

关键词：

Scoping review; Playful learning; Teacher education; Early childhood teacher education; PRESERVICE TEACHERS; SELF-DETERMINATION; DIGITAL STORIES; STUDENTS; SCIENCE; CONTEXT; ENGAGE; POWER; ARTS;

D O I：

10.1016/j.tate.2022.103884

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Play and its relation to children's learning and development is thoroughly described in the research literature. However, the application and implication of play in higher education (HE) appears to be less systematically addressed. This article presents a scoping review of playful learning (PL) in teacher education (TE) and early childhood teacher education (ECTE). The review indicates that the relationship between curricular learning goals and PL is often vaguely described, whereas generic competencies and motivation are in focus. Further, the theoretical grounding of PL appears ambiguous. At the end of the article, implications for future research and PL designs in HE are discussed. (c) 2022 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页数：10

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