Play and learning—inseparable dimensions in preschool practice

By Ingrid Pramling Samuelsson, E. Johansson. 2006

259 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c565712d3cac642e21fc08e21a86f75a940ce4a4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Perry
2. Sue Dockett
3. J. Einarsdóttir
4. A. Pyle
5. Jarmila Bubikova-Moan
6. Hanne Næss Hjetland
7. Sabine Wollscheid
8. Erica Danniels

In Sociology and Political Science

1. B. Perry
2. Sue Dockett
3. J. Einarsdóttir
4. Jennifer Butler Ellis
5. E. Singer
6. A. Clark

Citations in the corpus

• ECE teachers’ views on play-based learning: a systematic review (2019, background): “…on how to engage in play while respecting the participating child as an agent and a dialogic partner in play but also how play may provide a platform for scaffolding essential emotional, social and academic skills in an age-appropriate and sensitive manner (Samuelsson and Johansson 2006).”
• Play and playfulness, basic features of early childhood education (2013, methodology): “For example, in Italy the systems of child education developed in Reggio Emilia (Edwards, Gandini, and Forman 1993) en Pistoia (Gandini and Edwards 2001); at Pen Green in Corby in the UK (Arnold and the Pen Green Team 2010); the Emmi Pikler method and situational approach in Germany (Pikler 2004); i”
• Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy (2011, background): “Keywords: active learning; play; pedagogy; teacher activity; children’s engagement”
• Making meaning: children’s perspectives expressed through drawings (2009, methodology): “Some researchers have recommended having children engaged in doing something during the interviews (Cappello, 2005; Parkinson, 2001) or using props, like toys, paper and crayons, sand, clay, pictures, photographs, dolls and puppets (Doverborg & Pramling Samuelsson, 2003).”
• A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “In this conceptualization, play is often described as an activity that should not be interfered with by adults, in which the teacher’s responsibility is “to support, not to disturb” (Pramling Samuelsson & Johansson, 2006, p. 48) and to avoid contriving or “hijacking” the play (Goouch, 2008, p. 95).”