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Education Sciences
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Learning Through Play: Reimagining Pedagogies in Early Childhood
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Learning Through Play: Reimagining Pedagogies in Early Childhood

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: closed (30 June 2026) | Viewed by 5226

Editors

Dr. Elena Bodrova

E-Mail Website
Guest Editor
Tools of the Mind, Inc., Shirley, MA 01464, USA
Interests: early childhood education; play; cognitive development; self-regulation; cultural–historical approach to children’s learning and development
Dr. Deborah Jane Leong

E-Mail Website
Guest Editor
Tools of the Mind, Inc., Shirley, MA 01464, USA
Interests: early childhood education; play; assessment; self-regulation; cultural–historical approach to children’s learning and development

Special Issue Information

Dear Colleagues,

The words early childhood and play have long been treated as almost synonymous, with few scholars questioning this connection. However, the current state of play in early childhood classrooms has raised concerns among educators and researchers. Recently, the topic of play has re-emerged in response to the increasing academic pressures faced by preschool and kindergarten teachers, pressures that have led to the virtual disappearance of play from classrooms and, more broadly, from the culture of childhood. Given that many of today’s children spend a significant portion of their waking hours in schools or early learning centers, and that their opportunities to engage in play outside these settings are diminishing, it is imperative to ensure that play remains a critical part of early childhood programs. Equally important is reintroducing play into the broader culture of childhood and educating families about its vital role in their children’s lives. We invite you to submit a manuscript for publication in the Special Issue, Learning Through Play: Reimagining Pedagogies in Early Childhood.

Topics include, but are not limited to, the following:

  1. Effects of play on children’s learning and development.
  2. Types of play in early childhood.
  3. Theories of play.
  4. Assessing play.
  5. The role of adults in supporting play.
  6. Play pedagogies.
  7. The role of play in the early childhood curriculum.
  8. Perceptions of play among early childhood professionals and parents.
  9. Play in the primary grades.

Dr. Elena Bodrova
Dr. Deborah Jane Leong
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • early childhood education and care
  • childhood
  • play
  • play assessment
  • curriculum
  • pedagogy

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Published Papers (4 papers)

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Research

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17 pages, 597 KB  
Article
The Structure Paradox: How Parental Belief About Structured Life Shapes Children’s Play Engagement
by Margarita Gavrilova, Elena Dvorskaya, Nikolay Veraksa and Vera Sukhikh
Educ. Sci. 2026, 16(7), 1149; https://doi.org/10.3390/educsci16071149 (registering DOI) - 18 Jul 2026
Abstract
This study investigates a paradoxical association between parental beliefs about structured life (PBSL) and children’s play engagement. We conceptualize this association as the structure paradox: although structure is often viewed as potentially constraining free play, parents’ stronger endorsement of structured and organized everyday [...] Read more.
This study investigates a paradoxical association between parental beliefs about structured life (PBSL) and children’s play engagement. We conceptualize this association as the structure paradox: although structure is often viewed as potentially constraining free play, parents’ stronger endorsement of structured and organized everyday life may instead be positively related to children’s engagement in play. The sample included 299 parents (94% mothers) of typically developing 6-year-old children. Parent-reported measures included the Parent Play Beliefs Scale and single-item assessments of PBSL, children’s play engagement, and the presence of a dedicated play space at home. Data were analyzed using correlation, multiple regression, and mediation analyses. Results showed that PBSL was positively associated with children’s play engagement: parents who more strongly endorsed the importance of structured and organized everyday life reported higher levels of play engagement in their children. Parental play beliefs were not significantly associated with children’s play engagement. Among the examined family factors, the presence of a dedicated play space at home showed the strongest association with children’s play engagement. A significant positive indirect association was also found between PBSL and children’s play engagement via the presence of a dedicated play space at home. However, the observed direct and indirect associations involving PBSL were small in magnitude. These preliminary findings contribute to the understanding of PBSL and the organization of the home play environment as family factors associated with preschool children’s play engagement. For parents and teachers, the findings suggest that predictable daily routines, clear rules, and the inclusion of play in preschool children’s everyday routines may be associated with more sustained engagement in play. Full article
(This article belongs to the Special Issue Learning Through Play: Reimagining Pedagogies in Early Childhood)
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15 pages, 547 KB  
Article
Play-Based Mathematical Learning in Early Childhood: A Conceptual Model of Parental Mediation in Everyday Contexts
by Areti Panaoura
Educ. Sci. 2026, 16(5), 775; https://doi.org/10.3390/educsci16050775 - 14 May 2026
Viewed by 485
Abstract
Despite the growing emphasis on early mathematical learning, comparatively limited attention has been given to how play-based experiences in everyday family contexts contribute to children’s emerging mathematical understanding. While research has extensively examined play-based learning within formal educational settings, the role of parents [...] Read more.
Despite the growing emphasis on early mathematical learning, comparatively limited attention has been given to how play-based experiences in everyday family contexts contribute to children’s emerging mathematical understanding. While research has extensively examined play-based learning within formal educational settings, the role of parents in shaping early mathematical experiences through everyday interactions has received comparatively less attention, particularly in relation to the extensive body of research conducted in formal early childhood education settings. This study addresses a conceptual gap in the literature by integrating perspectives that have largely been examined separately, including parental mediation, play-based learning, and everyday family practices. Drawing on cultural–historical theory, guided play research and studies on family learning environments, this paper proposes a conceptual model of play-based mathematical learning through parental mediation. The model conceptualizes early mathematical development as an ecosystem emerging from the interaction between children’s playful exploration, adult guidance and everyday family practices. Implications for early childhood education are discussed, particularly in relation to supporting parents in recognizing the mathematical potential of informal learning experiences. Full article
(This article belongs to the Special Issue Learning Through Play: Reimagining Pedagogies in Early Childhood)
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18 pages, 618 KB  
Article
The Role of an Early Childhood Teacher in Fostering and Enhancing Children’s Creativity Through Creative Play
by Evi Kyriakou Loizou and Eleni Loizou
Educ. Sci. 2026, 16(4), 563; https://doi.org/10.3390/educsci16040563 - 2 Apr 2026
Cited by 1 | Viewed by 2259
Abstract
This study aims to examine the involvement of an early childhood teacher (ECT) during creative play and how such involvement supports children’s creativity. Creative play offers children opportunities to develop creativity while engaging in arts-based play activities. An ECT’s active participation in children’s [...] Read more.
This study aims to examine the involvement of an early childhood teacher (ECT) during creative play and how such involvement supports children’s creativity. Creative play offers children opportunities to develop creativity while engaging in arts-based play activities. An ECT’s active participation in children’s play can enhance their play skills and promote development within the Zone of Proximal Development. Using an action research approach, this case study involved sixteen children aged 4–6 years and their ECT. Data were collected through video recordings and the ECT’s reflective journal, focusing on two play areas: the Bakery and the Toy Factory. The data were analyzed using thematic analysis informed by creativity-related themes and subthemes. The findings highlight the ECT’s role as a co-player in children’s creative play, during which she employed a range of strategies aligned with different creativity variables, such as idea fluency, elaboration, and problem solving. Her purposeful participation evolved from supporting children with basic play actions to guiding them through more elaborate and complex creative processes. This progressive support enhanced children’s creativity within what we defined as the Zone of Proximal Creative Development (ZPCD). The teacher created the ZPCD, enhancing the children’s actual creativity development, moving from creation to creativity. Teachers’ intentional engagement enhances children’s creativity within their ZPCD, highlighting creative play as a valuable context for creativity development in early childhood education. Full article
(This article belongs to the Special Issue Learning Through Play: Reimagining Pedagogies in Early Childhood)
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Review

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17 pages, 567 KB  
Review
A Scoping Review of the Relationship Between Play and Learning Beyond Preschool
by Jaydene Barnes, Tonia Gray and Christine Woodrow
Educ. Sci. 2026, 16(4), 633; https://doi.org/10.3390/educsci16040633 - 16 Apr 2026
Viewed by 1317
Abstract
Internationally, there are increased pressures for primary schools to meet academic curriculum outcomes primarily driven by performance metrics and targets. Sitting alongside this context are competing concerns for the decline in children’s play opportunities to bolster their overall health and wellbeing. Adopting play-based [...] Read more.
Internationally, there are increased pressures for primary schools to meet academic curriculum outcomes primarily driven by performance metrics and targets. Sitting alongside this context are competing concerns for the decline in children’s play opportunities to bolster their overall health and wellbeing. Adopting play-based pedagogies in primary schools can infuse more play into children’s lives whilst meeting curriculum outcomes. Despite the perceived importance of play during childhood, play-based pedagogies are still mostly positioned as legitimate pedagogical approaches in prior to school settings. Given this landscape, this research seeks to understand contemporary educational research of play-based pedagogies in primary schools by conducting a scoping review. Through presenting a narrative account of the literature, and synthesising these ideas into broader themes, the research identified that there remains international interest in play-based pedagogies in the primary years of school but despite this, questions surrounding its legitimacy remain. This review and subsequent discussion surface potential next steps including a recommendation to increase empirical research on the adoption of play-based pedagogies in schools with consideration of using a ’Mosaic approach’ to data collection, as well as research focusing on the active and intentional role of the teacher. Lastly, as a way forward, the research brings to light the potential of creating a ‘space’ for the merging of two knowledge systems from two often siloed approaches to education—early childhood and primary—to create a new pathway. Such a pathway has potential to support continuity of learning, student engagement, children’s health, and wellbeing. Full article
(This article belongs to the Special Issue Learning Through Play: Reimagining Pedagogies in Early Childhood)
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