The Playworld Approach as a Way of Increasing Play Experiences for Students in Early Childhood Teacher Education Programs

Abstract Play is important for children’s holistic learning and development. Numerous studies emphasize the need for a comprehensive approach to play in Early Childhood Education and Care (ECEC) centers and ECEC teacher education programs. However, ECEC teachers, as well as ECEC educators and students, often find engagement in children’s play challenging. The Playworld (PW) approach is increasingly implemented in ECEC across various countries as a way of improving adult–child interaction in play. In this qualitative study, the authors apply the PW approach within an ECEC teacher education program to increase students’ understanding of their role as active participants in children’s play. Although ECEC students had theoretical knowledge about the adult’s role in play, they expressed discomfort and held varied perceptions about their active involvement in play with children. Integrating the PW approach into ECEC teacher education programs serves as a valuable tool for exposing students to hands-on play experiences with children in higher educational settings, bridging the gap between theory and practice.