The features of playfulness in the pedagogical model of TPL: tutoring, playing and learning

The aim of this study was to develop a theoretical and pedagogical model for planning and evaluating play and games as learning tools. The model is also useful for evaluating playful learning environments (PLE). This research is a part of the Let’s Play project in which purpose is to design and construct playful learning environments for primary schools. The pilot projects of PLE are located at Rovaniemi, Finland.

We utilised theories of playing and learning, including definitions of mature play, and empirical data collected during the Let’s Play project. The data particularly highlight children’s view on playing, playful environments and embodied experiences. The data was collected via participatory observation. It revealed the playing worlds of 6-year-old children (N=49). Children, inspired by short frame stories, created playing worlds by drawing and discussing. More data, collected by the story-crafting method, produced everyday experiences, desires, fears and events (N=161). Further data, collected by interviews and observation at a sporting environment and qualitatively processed, revealed how children and educators (N=58) experienced playing when directed by pre-plotted stories and sensory system.

The concept of playfulness comprises six salient features; embodiment, collaboration, action, narration, creativity and insight. Playfulness refers to activities, environment and personal traits. These six features of the TPL model comprise the processes of tutoring, playing and learning. Tutoring means both teacher action, peer support and environmental factors that support, guide and encourage children. Playing is defined as actions that afford learning. Learning occurs through embodied experiences. The TPL model can be used for designing and evaluating playful learning environments and providing their actional content.