A systematic literature review of playful learning in primary education: teachers' pedagogical activities

Xiaoyan Li, Marjaana Kangas

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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.
Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalEducation 3-13: International Journal of Primary, Elementary and Early Years Education
DOIs
Publication statusPublished - 18 Oct 2024
MoEC publication typeA1 Journal article-refereed

Keywords

  • playful learning
  • pedagogical activities
  • teachers’ role
  • systematic literature review

Field of science

  • Teacher Education

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