The Role of Play and Objects in Children’s Deep-Level Learning in Early Childhood Education

The study investigates how the physical environment in kindergartens affects children’s deeper learning, and is based on Laevers’ concept of deep learning. The researchers look at the interaction between children’s play, the use of objects and learning. The main aim is to analyse how play behaviour can mediate the relationship between objects and deep learning. The research questions are: 1) How does deep learning relate to play and the use of objects among children aged 3-6 years during free play? 2) To what extent does children’s play behaviour mediate the relationship between their use of objects and deep learning?

The results indicate that children’s engagement in play was important for deep learning. Objects in the environment supported learning when children used them in constructive and symbolic play. The use of objects was also positively correlated with well-being and involvement, which are fundamental for learning. The variation in learning ability between the children suggests the need for adaptations to meet individual learning needs. The study highlights the importance of offering a wide range of materials that promote play and learning in kindergartens.

The data collection was carried out using 928 two-minute video observations from eight strategically selected kindergartens in Norway, all representing different physical environments. A total of 79 children aged three to five years participated, of which 40 were boys and 39 were girls. Each kindergarten had a kindergarten teacher who served as a co-researcher and filmed the children with handheld GoPro cameras to minimise disturbance. The observations included free play both inside and outside.

Sando, O. J., Sandseter, E. B. H., & Brussoni, M. (2023). The Role of Play and Objects in Children’s Deep-Level Learning in Early Childhood Education. Education Sciences, 13(7), 701.