Playful Teaching and Learning

Glenda Walsh is Head of Early Years Education and principal lecturer at Stranmillis University College, a College of Queen’s University Belfast. Her research interests centre on quality issues in Early Childhood Education, particularly in the field of pedagogy and curriculum. Her PhD thesis focused on an evaluation of play versus formal experiences for 4-5 year old children in Denmark and Northern Ireland and for the purposes of her doctoral study, she designed an observation tool, known as the Quality Learning Instrument. Subsequently she has been involved in many major research projects such as the longitudinal evaluation of the Early Years Enriched Curriculum Project in Northern Ireland and she also headed a major project on examining pedagogy in Early Childhood Education for the Department of Education in the Republic of Ireland. Her publications reflect her interest in curriculum and pedagogy, focusing in particular on resolving the dilemmas associated with play as learning and teaching in practice.  Dorothy McMillan was, until recently, a senior lecturer in Early Childhood Education at Stranmillis University College, Belfast, teaching on the PGCE (Early Years), BA and MA in Early Childhood Studies degree programmes. She has wide experience of working with children, as a former primary school teacher, nursery school principal and playgroup leader, and has also been involved in setting up and running parent and toddler groups. Her doctoral thesis centred on the conceptual notion of ‘educare’ in preschool settings and its implications for early years training. Her research interests are focused on training and early years professionalism issues, including management and leadership. Dorothy recently moved to live in The Netherlands where she has joined the staff team at the International Baptist Theological Study Centre in Amsterdam. Carol McGuinness is Professor Emerita at Queen’s University Belfast, Northern Ireland. Her research interests are in the application of cognitive and developmental psychology to classroom learning, specifically, how teachers can promote the development of children’s thinking skills. She authored the influential Department of Education (then DfEE) report From Thinking Skills to Thinking Classrooms (1999), and directed the Activating Children’s Thinking Skills (ACTS) project, funded by the ESRC’s Teaching and Learning Research Programme (2002-2005). Working with Glenda Walsh and colleagues, she led the longitudinal evaluation of the play-based curriculum in the early years of primary school in Northern Ireland, the Enriched Curriculum (2000-2009). Both these strands of research have had significant influence on education policy in Northern Ireland and elsewhere. More recently, with Robert Swartz (Center for Teaching Thinking, Boston), she is advising the International Baccalaureate on the development of thinking in their curriculum (2014-2016).

This book draws on a wealth of research on play, learning, pedagogy and curriculum in early childhood education. The contributors rightly emphasise the importance of play to children, and the opportunities that play provides for learning and development. Each of the chapters is informed by international research, and offers contrasting perspectives about different forms of play, and the challenges that practitioners face in their practice.

• Section 1: Principles of Playful Teaching and LearningChapter 1 Why Playful Teaching and Learning? - Glenda WalshChapter 2 Mental Models of Early Years Practice: Digging Deeper - Liz SprouleChapter 3 Pillars of Practice for Playful Teaching and Learning - Glenda WalshSection 2: Playful Teaching and Learning across the CurriculumChapter 4 Playful Thinking in Action: Tools for Cultivating Children’s Thinking - Carol McGuinnessChapter 5 Playful Pedagogies in Early Childhood Mathematics - Ross Ó Corráin and Elizabeth DunphyChapter 6 Playful Approaches to Literacy - Catherine GillilandChapter 7 Growing the Child in the Playful Setting - Marion Dowling and Glenda WalshChapter 8 Playful Learning in Natural Outdoor Environments - Richard GreenwoodChapter 9 ICT Made Playful - Christine StephenChapter 10 Playful Approaches to Science and Technology - Andrea Doherty and John McCullaghSection 3: The Role of the Playful ProfessionalChapter 11 Hopeful Intentions: Planning for Playful Teaching and Learning - Jacqueline FallonChapter 12 Assessment in the Playful Teaching and Learning Experience - Glenda Walsh and Elizabeth SprouleChapter 13 Towards the Playful Professional - Dorothy McMillan