Play-based learning discourses in the Norwegian and English curricula

The study analyses differences and similarities in how play-based learning is understood and used in kindergarten and schools in Norway and England. The research questions are: 1) Which discourses on play dominate the current curricula for kindergarten and school in Norway and England? 2) What do these discourses imply for the pedagogical work involving 21st-century skills?

The study identified discourses on play-based learning in both Norwegian and English curriculum documents. In Norway, play appears to be an important educational tool, a basic right and a necessity for children in kindergarten and school. In England, play is also used in teaching, but with more adult supervision to achieve academic goals. The study suggests a gap between research and policy and recommends a balanced approach with both free and guided play to develop children’s skills for the twenty-first century.

The researchers use a Critical Policy Discourse Analysis to analyse the official curriculum documents published by the authorities in Norway and England. The documents have a similar function, and they are related to the transitional period between kindergarten and school. The Norwegian documents are aimed at kindergarten (focusing on children aged 0 to 5 years) and primary and lower secondary school (focusing on children aged 6 to 16 years). In England, the relevant documents are related to the Early Years Foundation Stage (focusing on children aged 0 to 5 years) and Key Stages 1 and 2 (focusing on children aged 5 to 11 years). The countries have been chosen on the basis of their similarities as developed Western democracies, as well as their historical impact on early childhood education.

Thida Oo, A., & Davidsen, A. (2023). Play-based learning discourses in the Norwegian and English curricula. DOI: 10.4324/9781003322696-12.