The qualities of the playful element in education

Student thesis: Master thesis (including HD thesis)

  • Benjamin Friis Hansen
4. term, Learning and Innovative Change, Master (Master Programme)
This project is based on the learning method Playful Learning, which is part of the P+L program consisting of the projects; Development, Research, Play@Heart and “Play For You”. Common of all these projects is that they are supported by the Lego Foundation, and that they all aim to strength children´s experimental, creative, and playful access to life and promote the motivation and joy of learning. The project started back in 2018, and has a long-term goal, including at the vocational colleges in Denmark, in which teacher and pedagogy students through the teaching must feel the playful access, and what effects it can on daily learning, and can take the learning method further
in the pedagogical labor market, including among primary and lower secondary schools, where play can be more involved in daily teaching. This didactic access to learning is an interest that builds on the three group members' previous experiences with pedagogical and didactic planning, and during the playful access can see some possibilities that in the future can lead to a paradigm shift and thus replace traditional teaching with a more creative and experimental access. To become a deeper insight into the P + L project, we have made interviews and informal conversations with teachers, students, and actors around the P + L project. This to get as many perspectives and thus as complete a picture of the project as possible. Through the data collected, is it clear to what extent traditional teaching is ingrained in us as individuals, and it is likely to take generations before an innovative didactic access to teaching through play becomes a firmly integrated part of teaching. However, DKK 24,000,000 has been thrown into the project by the LEGO Foundation, and therefore demands that the vocational colleges contribute to the playful access to learning being developed through their students. The students themselves give the impression of an open access to the project and can see the possibilities, however, subject to how ingrained the traditional teaching is in us. With medical researcher Mitchell Resnick's concept of "Lifelong Kindergarten," which is based on a philosophy of the eternal playful access to learning regardless of age, studies have shown that the playful access also has a positive impact on adult learning outcomes. In addition, John Dewey's concept of experiential learning and reflective thinking has been used, which is also promoted through a more creative and experimental access to teaching, which should have the purpose of creating more skilled practitioners. Below, Resnick mentions that to be able to behave experimentally and playfully, it is assumed that there is room and room for error. To create this safe environment, the project involves Paulo Freire, who wants traditional teaching away, which he describes as "the oppressive pedagogy." He wants a more democratic interaction and thus a more equal relationship between the students and the teacher. Freire believes it helps to create more independent and critically thinking students who in the future can go out and meet the goals set through the sustainability competencies and 21st Century Skills. These are based on the future labor market becoming more uncertain and the new generation, therefore must be able to relate more creatively, experimentally, and critically to the tasks that may come.
Publication date10 Jun 2022
Number of pages80


ID: 472527985