You are here

Playification of the curriculum: Learnings from collaborative classroom research

Keryn Davis

Play-based learning is of growing interest in many English-medium primary schools throughout Aotearoa New Zealand. I share my insights from researching play as learning, and supporting teachers with curriculum design and pedagogy in play-based contexts. Although play is a slippery concept and its value often underestimated, the evidence of the benefits of play for children is strong. Designing how best to utilise this to support curriculum outcomes is the challenge.

Journal issue: 

Purchase the full text of this article