Vo l u m e 3 6 N u m b e r 1 M a r c h XXXXXXXXXX
Play-based learning and the early
childhood cu
iculum
Play-based learning in the early childhood cu
iculum
has historically been associated with the notion of child-
centred pedagogy. While the idea of child-centredness
might seem self-explanatory, a comprehensive
investigation into how the term is used in the field
y Chung and Walsh XXXXXXXXXXdiscovered that up to
40 different interpretations of the concept were
found in texts associated with early learning. These
interpretations included reference to learning based
on children’s interests; children’s participation in the
decisions related to their learning; and an emphasis
on the individual development of children in relation
to particular developmental stages (Chung & Walsh,
2000, p XXXXXXXXXXChung and Walsh articulated these
interpretations to the philosophical works of Froebel
and Dewey and to the discourse of developmentalism.
Historically, these theoretical and philosophical
informants have suggested an emphasis on play-based
learning that has seen cu
iculum informed by the idea
that the child and the child’s experiences should be
central to all learning (p. 229).
In recent years, the suggestion that the early childhood
cu
iculum should be informed primarily by child-centred
notions of play has been under increased discussion
from a range of theoretical perspectives, including the
cultural-historical, feminist, post-structuralist and post-
modern movements (Wood, 2010; Yelland & Kilde
y,
2005). Collectively, these discussions are increasingly
eferenced by the term ‘post-developmental’ (Blaise,
2009), and have raised questions regarding the
social, cultural, gendered and economic assumptions
associated with the role of child-centred play in early
childhood cu
iculum (Langford, XXXXXXXXXXAn important
aspect of the post-development conversation has
een consideration of the extent to which children
are supported in the acquisition of content knowledge
through child-centred play (Hedges & Cullen, 2005;
Tzuo, 2007), particularly where play-based learning
involves a predominance of open-ended and freely
chosen play activities:
The established child-centred ideology reinforced
the focus on activities rather than outcomes, and
less attention was paid to specifying desirable
knowledge, skills, understanding, dispositions, and
outcomes, within a clearly articulated cu
iculum
framework. The notion that cu
iculum content
arises through needs and interests was one of the
key weaknesses of the developmental approach
(Darling, 1994; cited in text). For example, showing
an interest in a range of topics or activities is not the
same as making meaningful connections in which
learners acquire, test, refine and reflect on their
knowledge and skills (Wood, 2007, p. 123).
Environmentalising early childhood education cu
iculum
through pedagogies of play
Susan Edwards
Amy Cutter-Mackenzie
Monash University
IN RECENT yEARS THE CoNCEPT of child-centred play as an informant to the early
childhood cu
iculum has been critiqued as an insufficient pedagogical approach for
supporting children’s knowledge development. Running in parallel with these criticisms
has been the emerging importance of environmental education in early childhood
cu
iculum. A key aspect of early childhood environmental education involves children
experiencing and acquiring various environmental concepts. This paper reports the
findings from a project aimed at examining play-based learning and the way different
types of play can be used as a pedagogical basis for supporting children’s learning in
early childhood environmental education. The arguments about play-based learning and
the role of environmental education in early childhood cu
iculum are framed in relation
to the newly released Australian Early Years Learning Framework.
A u s t r a l a s i a n J o u r n a l o f E a r l y C h i l d h o o d52
The research emerging from a reconsideration of
child-centred play in the early childhood cu
iculum is
contributing to a depth of knowledge regarding the
importance of teacher interactions during children’s play
(Fleer, 2010; Siraj-Blatchford, Taggart, Sylva, Sammons
& Melhusih, 2008; Ryan & Goffin, 2008); the relationship
etween children’s cultural experiences and their funds
of knowledge as a precursor to play-based learning
(Brooker, 2005; Hedges, 2008); and the role of teacher
planning for learning in play-based activities (Edwards,
Cutter-Mackenzie & Hunt, 2010; Gi
ons, 2007).
Collectively, increased research and theorisation in the
field is beginning to suggest that 1) play-based learning
needs to draw on and recognise children’s existing
cultural competencies; 2) acknowledge and actively
include the role of the adult educator in connecting
children’s play activities to particular conceptual and
content-based ideas; and 3) promote the importance
of teacher planning for learning in relation to children’s
play and the acquisition of content knowledge.
Contemporary research regarding the role of play in
the early childhood cu
iculum therefore represents
a shift from the primary developmental child-centred
orientation to a focus on the nature of the dynamic
elationship between children (learners), teachers
and content (Ball & Forzani, 2007; Grieshaber, 2008)
within a play-based framework that moves beyond
child-centred versus teacher-directed dichotomies
(Broadhead, Wood & Howard, 2010).
Early childhood environmental education
The importance of the early years has been
acknowledged and recognised in environmental
education for some time (Carson, XXXXXXXXXXWhile
emerging discussion in the area has suggested that
Australian early childhood environmental education
may be viewed as ‘marginal’ (Davis & Elliot, 2003), an
historical, philosophical connection to nature-based
learning in the early years can be derived from the
early philosophical works of Frobel. Interestingly, it is
these works that are also connected to notions of the
naturally unfolding capacities of the child which support
arguments regarding the role of child-centeredness
and open-ended play in early childhood education. In
ecent years, increased development around school-
ased environmental education, policies and cu
icula
has generated increased interest in the role of
environmental education in early childhood education.
Despite this increased interest, there has been very
little research concerning early childhood education and
environmental education. For example, Davis (2009)
eported that during the period 1996–2007 less than 5%
of published papers in Australian and international early
childhood research journals involved studies concerned
with environmental education and early childhood
education. Davis (2005; 2009) and Elliott and Davis
(2007; 2009) have also argued that there are very few
early childhood centres and/or kindergartens in Australia
(and internationally) that are demonstrating exemplary
environmental education practice. Despite such claims,
it is also reasonable to argue from what discussion is
available that the practice of environmental education
in early childhood cu
ently requires more investigation.
For many years, teachers, parents, researchers and
policy-makers have asked pertinent questions about the
influence of early childhood environmental education
experiences on children’s dispositions, knowledge and
ehaviours later in life (Chawla & Cushing, 2007; Palmer,
1993; Palmer, Suggate, Robottom & Hart, XXXXXXXXXXPalmer
and colleagues (1993; 1999) and Chawla and Cushing
(2007) have both independently researched this question
with adult environmental educators, and have shown a
convincing relationship between childhood experiences
in nature and the formation of pro-environment beliefs
and lifestyles later in life. However, these studies are
difficult to relate to children’s contemporary experiences,
given the pace of the last two decades where children
are living in textual, visual, virtual and highly digitised
worlds (Zevenbergen, XXXXXXXXXXAs such, there is urgent
need for research about the practice of early childhood
environmental education and the way in which this is
conducted in educational contexts with an emphasis on
child-centeredness and the use of play-based learning
over the acquisition of content knowledge (Cutter-
Mackenzie & Edwards, 2006).
Play-based learning, early childhood
environmental education and the
Australian Early years learning Framework
Postdevelopmental research into play-based
learning and the role of environmental education
in early childhood cu
iculum have largely evolved
independently of each other during the last 10 to 15
years. However, it is interesting to note that these two
important aspects of contemporary early childhood
cu
iculum were both recently represented as key
elements of Australia’s newly released national Early
Years Learning Framework (EYLF) (Department of
Education, Employment and Workplace Relations
(DEEWR), XXXXXXXXXXThe EYLF outlines the principles,
practices and outcomes considered necessary for
supporting young children’s (birth to five years)
development and learning in early childhood prior-to-
school settings across Australia and is a key component
of the Australian Government’s National Quality
Framework (DEEWR, XXXXXXXXXXIn this document ‘play’ is
presented as a pedagogical practice that connects with
children’s learning, while environmental education is
elated to children’s learning spaces, and is also listed
as a subcategory of Learning Outcome Two (Children
Vo l u m e 3 6 N u m b e r 1 M a r c h XXXXXXXXXX
are connected with and contribute to their world).
The definition of play provided in the EYLF includes
historical and contemporary arguments about the role
of play in children’s learning. Initially drawing on a
more traditional child-centred view, play is defined as
providing ‘opportunities for children to learn as they
discover, create, improvise and imagine’ (DEEWR,
2009, p. 5). This definition is followed by an expanded
description which acknowledges some of the more
contemporary research suggesting the need for
active involvement on part of the educator to support
children’s learning:
Early childhood educators take on many roles in
play with children and use a range of strategies to
support learning. They engage in sustained shared
conversations with children to extend their thinking
(Siraj-Blatchford & Sylva, 2004; cited in text). They
provide a balance between child led, child initiated and
educator supported learning (DEEWR, 2009, p. 5).
Interestingly, this definition of play is followed by an
explanation of the concept ‘intentional teaching’ which
is defined as teaching that is ‘deliberate, purposeful
and thoughtful’ (DEEWR, 2009, p. 5.). The notion
of intentional teaching challenges the child-centred
perspective on play in which children are encouraged
to create their own learning and understandings
through open-ended and largely self-directed play by
focusing also on the role of the teacher in play-based
learning. Several pedagogical strategies related to
intentional teaching are suggested, including modelling
and demonstrating, open questioning, speculating,
explaining and engaging in shared thinking and problem
solving. The importance of planning for intentional
teaching and knowledge building to foster learning is
also acknowledged.
Environmental education is referenced in two
places in the document. First in relation to ‘Learning
Environments’ as an aspect of practice, and secondly
as a subcategory of Learning Outcome Two: ‘Children
are connected with and contribute to their world’. As
an aspect of practice, the outdoors is emphasised
as a uniquely Australian learning environment for
young children that provides a platform for ongoing
environmental education:
Outdoor learning spaces are a feature of Australian
learning environments. They offer a vast a
ay of
possibilities not available indoors. Play spaces natural
environments include plants, trees, edible gardens,
sand, rocks, mud, water and other elements from
nature. These spaces invite open-ended interactions,
spontaneity, risk-taking, exploration, discovery and
connection with nature. They foster an appreciation
of the natural environment, develop environmental
awareness and provide a platform for ongoing
environmental education (DEEWR, 2009, p. 16).
Learning Outcome Two ‘Children are connected with
and contribute to their world’ contains reference to a
specific subcategory regarding environmental education;
namely ‘children become socially responsible and show
espect for the environment’. Several indicators for this
outcome are listed, suggesting children evidence such
esponsibility and respect when they:
â– use play to investigate, project and explore new
ideas