Reflections from the higher education classroom: the role of playful pedagogy in the professional formation of early childhood students

Article

Robson, J. and Le Voguer, M. 2024. Reflections from the higher education classroom: the role of playful pedagogy in the professional formation of early childhood students. European Early Childhood Education Research Journal. p. In Press. https://doi.org/10.1080/1350293X.2024.2431538
AuthorsRobson, J. and Le Voguer, M.
Abstract

This paper reports a small-scale qualitative inquiry in the discipline of Early Childhood Studies in Higher Education that explores how playfulness in pedagogy might create an environment in which people within the Early Childhood Education and Care (ECEC) sector (including students) engage in dialogue about structural injustice. Participants in this study are 14 people (students, lecturers and people working for professional associations, trade unions or grassroots organisations) who attended a networking event hosted in a university classroom in March 2023. Data was collected through lecturers’ reflections on pedagogy and online semi-structured interviews that explored participants’ experiences. We found that adopting a playful pedagogy both created opportunities for resistance to injustice and disrupted hierarchies in the ECEC sector. Playfulness in the HE classroom supported collective expressions of professionalism in the form of solidarity and voice.

JournalEuropean Early Childhood Education Research Journal
Journal citationp. In Press
ISSN1350-293X
Year2024
PublisherTaylor & Francis
Publisher's version
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/1350293X.2024.2431538
Publication dates
Online02 Dec 2024
Publication process dates
Accepted11 Nov 2024
Deposited04 Dec 2024
Copyright holder© 2024 The Authors
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