Conceptual Playworld as a Method of Facilitating Learning Beyond Subject Matter in Elementary School

Abstract

Children experience less time to play due to more focus on learning in early childhood education and earlier school start. Paradoxically, play is of great importance for children’s learning, and can contribute to increased curiosity, wonder, and motivation for learning. It is also important for children’s belonging in society, social relationships, and their wellbeing both physically and mentally. In Norway, a new Curriculum demands teaching that interdisciplinary teach children about their wellbeing of life, but also suggest that play shall be included in teaching. Research shows that teachers often let children play, but they have little experience and knowledge of how playful teaching methods can both include learning and secure the wellbeing of their students. By including “Conceptual Play World” known from early childhood education, one teacher educator and 6 student teachers set out to teach schoolchildren in a 2^nd grade. The schoolteacher was an observer, together with another teacher educator. Through interviews we asked what all participants experienced and observed. We used a thematic analysis to categorize the themes. Our results show that “Conceptual Play World” is a method that not only teaches children within subject concepts and understanding, but also promotes children's wellbeing and interdisciplinary understanding.