Seriously playful teachers: An intentional approach

Abstract

In Aotearoa New Zealand, children’s play-based learning is fundamental for successful learning and development and is embedded throughout the early childhood curriculum, Te Whāriki He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017). While play may be viewed as active learning, playfulness is the attitude that encourages, nourishes and guides play. The curriculum, Te Whāriki (MoE, 2017), describes playfulness as a life-long disposition (habit of learning) that combines knowledge, skills, and attitudes. As such, playfulness is a way of doing and being which stems from within (being) and influences our actions and way of life (doing). It is our view as authors that in an early childhood environment, playfulness is often reserved for children while the teacher’s role is seen as supportive, informed and serious. However, the benefits of playful teachers cannot be overlooked, as early childhood professionals should not only promote play for children but also for themselves (Bruno, Gonzalez-Mena, Hernandez & Sullivan, 2013).