Format learning activities as play using the three interrelated parameters of involvement, rules, and degrees of freedom¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Van Oers' play theory, reviewed in the cultural historical section, conceptualizes play as a mode of activity rather than a distinct activity separate from learning or working: any cultural activity can be formatted as play. "Cultural activities have the format of play when children are highly involved and can enter the play activity voluntarily", follow or are guided by rules (technical, social, conceptual, or strategic), and have sufficient degrees of freedom to make their own choices about actions, goals, rules, or tool use. Early childhood educators can use these three parameters to design and assess object-oriented activities as contexts for learning.

Design Implications¶

Context¶

Requirements¶

• Children must enter the activity voluntarily and be highly involved
• The activity must be governed by rules (implicit or explicit) while leaving sufficient degrees of freedom for children's own choices

Constraints¶

• The review notes conceptual and strategic rules indicate more matured forms of play such as symbolic/role play, so the format's complexity develops over time

Target Learners¶

• children in early childhood education, particularly 1- to 3-year-olds in manipulative play

Target Learning Goals¶

• learning intrinsic to cultural activities
• development of social-emotional stability, motor, communication, and cognitive skills

Claims¶

• Play is characterized by four dispositions: involvement, intrinsic motivation, pleasure, and freedom to modify rules [+W]

Related Strategies¶

• Classroom Games

Examples¶

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Key Sources¶

• Wynberg, E. R., Boland, A., Raijmakers, M. E. J., & van der Veen, C. (2021). Towards a Comprehensive View of Object-Oriented Play. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09608-7