Children and preschool teachers’ shared playworlds

Abstract

Icelandic preschools have a long-standing tradition of emphasising play as a primary mode of learning for young children. The 2024 Preschool Curriculum highlights the significance of play, aligning with the United Nations Convention on the Rights of the Child, which identifies play as a fundamental right. It advocates for play to be driven by children’s interests rather than educators’ goals, suggesting that teachers observe, document, and adapt based on children’s play (Wood, 2013). The curriculum also emphasises spontaneous play, urging all involved in preschool education to engage with children on their terms (Miðstöð menntunar og skólaþjónustu [MMS], n.d.). The role of adults in supporting play is crucial, requiring a deep understanding of how to integrate learning and play within the preschool’s domains and continuous professional development while in the children’s company (Rinaldi, 2006). Various adult roles in children’s play and their impacts are detailed in the Handbook on Children’s Play in Preschools (Bork & Lund, 2023; Menntamálastofnun, 2024). Four preschools in Reykjavík collaborated with four preschools in Stockholm to develop joint playworlds, supported by researchers from the University of Iceland and Stockholm University. This initiative was a part of Reykjavík’s educational strategy, “Let Dreams Come True”, and funded by Reykjavík and Erasmus+, facilitating mutual visits over two years. Playworlds are defined as imagined spaces co-created by children and teachers, blending creativity and imagination, requiring certain skills of children to materialise (Nilsson & Ferholt, 2014; Vygotsky, 1987). These playworlds can start with a story, picture, or figure and are linked to social sustainability, helping children develop qualities for a socially sustainable future (Lecusay et al., 2022; Öhman, 2019). Theoretical foundations for this research include Vygotsky’s theories on the interplay between teachers and children in play, focusing on role and imaginative play within shared playworlds (Lindqvist, 1998). Additionally, the research builds on concepts of learning through play and the educational integration of imagination and creativity (Broström, 2022; Fleer, 2018). Despite the protection of children’s right to play by international treaties, few policies are dedicated to play (Armstrong & Gaul, 2023). The value of play in child development is evident, and Nordic preschools have traditionally been child-centred, emphasising exploration, play, and social interaction (Baldur Kristjánsson, 2006). Icelandic preschools prioritise play as a learning and developmental tool, supported by the recent Preschool Curriculum (MMS, n.d.) and the Handbook on Children’s Play in Preschools (Menntamálastofnun, 2024). Role and imaginative play are crucial for children’s development, allowing them to experiment with various roles and create new experiences (Lillemyr, 2009; Vygotsky, 1978). This play fosters emotional, social, and language development (Valborg Sigurðardóttir, 1991). The importance of integrating role and imaginative play as a learning pathway is emphasised, highlighting the balance between children’s initiative and educational guidance (Fleer, 2018). The research aimed to implement shared playworlds in four Icelandic preschools, and to shed light on how teachers and administrators can support such play cultures. A qualitative case study approach was used, collecting narratives from teachers, making observations, and holding focus group interviews with four preschool leaders. Results showed varied levels of teacher engagement in playworlds, with some actively participating and others observing. The research highlighted the importance of creating meaningful play opportunities and supporting children’s autonomy in play. Shared playworlds facilitated deeper connections between children and teachers, promoting a playful learning environment. The study underscored the delicate balance required for teachers to participate in children’s play without dominating it, ensuring the play remains child-led and spontaneous. This study contributes to the understanding of the dynamics of adult involvement in children’s play, emphasising the need for continuous professional development and reflective practices to support a play-centred educational approach. Future research should explore broader applications of these findings across different educational contexts to enhance the integration of play and learning.