A scoping review of teacher training programs to promote learning through play in pre- and primary schools

Abstract

Accumulating evidence shows that play is important for children’s learning and development and an increasing number of countries are adopting playful pedagogy in pre- and primary school. However, little work has been done to describe the approaches to teacher training programs that are supposed to promote play and play-based learning.

This scoping review includes 45 studies that contain training programs for pre- and primary school teachers to promote play and play-based learning. Our analysis indicated that the inaccessibility of play was reflected in the lack of a clear conceptualization of play in many studies. Most of the teacher training programs promoted play and play-based learning in general, fostered cognitive development, or enhanced physical skills with the goal to change teacher practices or child outcomes. Many teacher training programs included multiple teacher trainings, among them formats such as workshops, coaching and mentoring, or community of practice.

Finally, among the few facilitators and barriers concerning teacher training programs that were reported, content of the training programs, organizational aspects, or interpersonal aspects were named. Future studies should test the feasibility of teacher training programs of play and play-based learning and disentangle potential mechanisms that contribute to their success.