A systematic literature review of playful learning in primary education: teachers’ pedagogical activities
Year: 2024
Type: review
Study design: Systematic Review
Abstract: The study conducts a Systematic Literature Review of empirical research spanning from 2014 to 2023, examining teachers’ pedagogical activities and their role in playful learning within primary education, with a focus on the use of pedagogical methods. Twenty-one relevant papers were selected using a four-phase PRISMA framework. The analysis reveals four distinct phases of pedagogical activities: planning, orientation, playing, and elaboration. Teachers play an important role, being responsible for planning activities, facilitating and supervising students’ learning, sparking their intellectual curiosity, and assessing their progress. Furthermore, the study highlights that the teacher can also become a co-player. The findings are discussed, contributing greatly to the understanding of playful learning processes in primary education and helping teachers develop effective playful learning pedagogical activities, thereby fostering a playful learning environment.
Source: Education 3-13
Authors: Xiaoyan Li, Marjaana Kangas
Institution: University of Lapland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4403530191