TITLE

Play and learning in early childhood education in Sweden

AUTHOR(S)
Lohmander, Maelis Karlsson; Samuelsson, Ingrid Pramling
PUB. DATE
April 2015
SOURCE
Psychology in Russia. State of the Art;2015, Vol. 8 Issue 2, p18
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Learning through play is a common phrase in early childhood education worldwide. Play is often put forward as the overarching principle for working with young children (Johnson, Christie, & Wardle, 2005). However, if we go beyond the rhetorical level and explore how ''learning through play'' and a ''play-based curriculum'' are understood and transformed into practice, we may find differences both within and between countries (Karlsson Lohmander & Pramling Samuelsson, 2014a, 2014b; Pramling Samuelsson & Fleer, 2009). In this article we discuss the relationship between the concepts of play and learning and describe how they are enacted in everyday practice in early childhood education in Sweden. Starting with a brief presentation of the development of early childhood education, we then reflect on the challenges preschool teachers may encounter when trying to implement a new learning-oriented curriculum (National Agency for Education, 2011) and still trying to keep play as a central dimension in children's everyday life in preschool
ACCESSION #
108957194

 

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