2010
Kangas, Marjaana
Kasvatustiede, Lapin yliopisto, 2010, ISBN: :978-952-484-418-5.
Abstract | Links | BibTeX | Avainsanat: creative and playful learning, creativity, englanninkieliset väitöskirjat, pedagogical model, playful learning environment, playfulness, technology
@phdthesis{Kangas2010,
title = {The school of the future: Theoretical and pedagogical approaches for creative and playful learning environments},
author = {Marjaana Kangas},
url = {https://urn.fi/URN:NBN:fi:ula-2011291055},
isbn = {:978-952-484-418-5},
year = {2010},
date = {2010-01-01},
urldate = {2010-01-01},
school = {Kasvatustiede, Lapin yliopisto},
abstract = {This qualitative study investigates how learning and a learning environment can be defined and how the school learning environment should be designed to accommodate the potential of an innovative playful learning environment. Conceptually, the playful learning environment (PLE) refers to an indooroutdoor technology-enriched play and learning environment that has been developed for pre-primary and primary education. The five empirical studies comprising the thesis represent a continuum describing the development of the PLE, its pedagogical foundation, and its evolution. The study draws on two methodologies: grounded theory (GT) and design-based research (DBR). Both provide a researcher with the opportunity to generate theory and develop novel educational practices.
The particular focus of the research is on pre-primary and primary-aged children, their ideas, views, experiences and activity processes in various playful learning environments. The first study provides insights into the central features of the environment and the related learning activities. Among other findings, the research indicates that feelings are an essential part of children’s play and learning activities. The second study analyzes children’s creative collaboration in playful co-design activities and provides tools for defining learning. Here, the research yields insights into narrativity, creativity, and imagination in children’s collaborative activity. The third study illustrates children’s ideas and expectations regarding their ideal school and learning environment. It shows how primary school children’s expectations resonate in many ways with the arguments advanced in the current educational debate on what kinds of learning environments might best support children’s learning and well-being.
The fourth and fifth studies examine experiences of the PLE in authentic curriculum-based play and learning settings. These studies mark the beginning of a series of innovative design experiments. The results of the research indicate that various forms of creative and playful learning in the playground context can serve children’s learning in a multifaceted way. The two studies provide a strong underpinning for further research and design experiments relating to the PLE.
As defined in the thesis, learning is creative and playful learning that comprises mind-on, hands-on and body-on activities. It encompasses two slightly different learning processes: creative learning and playful learning. The former takes place mostly in classrooms, using various technology and media affordances, whereas the latter, as a physical form of learning, typically takes place outdoors, on a technology-enriched playground. The theoretical approaches to creative and playful learning elaborated in the thesis culminate in a pedagogical model for creative and playful learning. The model provides educators with a pedagogical foundation and tools for applying creative and playful learning in innovative environments and for approaching learning in ways that might contribute to the school of the future. The study captures the ideal creative and playful learning environment through a vision of a learning environment that encourages the use of various formal and informal learning places and spaces, novel technologies and technology-enriched learning environments, creativity, playfulness, physicality and children’s overall well-being.},
keywords = {creative and playful learning, creativity, englanninkieliset väitöskirjat, pedagogical model, playful learning environment, playfulness, technology},
pubstate = {published},
tppubtype = {phdthesis}
}
This qualitative study investigates how learning and a learning environment can be defined and how the school learning environment should be designed to accommodate the potential of an innovative playful learning environment. Conceptually, the playful learning environment (PLE) refers to an indooroutdoor technology-enriched play and learning environment that has been developed for pre-primary and primary education. The five empirical studies comprising the thesis represent a continuum describing the development of the PLE, its pedagogical foundation, and its evolution. The study draws on two methodologies: grounded theory (GT) and design-based research (DBR). Both provide a researcher with the opportunity to generate theory and develop novel educational practices.
The particular focus of the research is on pre-primary and primary-aged children, their ideas, views, experiences and activity processes in various playful learning environments. The first study provides insights into the central features of the environment and the related learning activities. Among other findings, the research indicates that feelings are an essential part of children’s play and learning activities. The second study analyzes children’s creative collaboration in playful co-design activities and provides tools for defining learning. Here, the research yields insights into narrativity, creativity, and imagination in children’s collaborative activity. The third study illustrates children’s ideas and expectations regarding their ideal school and learning environment. It shows how primary school children’s expectations resonate in many ways with the arguments advanced in the current educational debate on what kinds of learning environments might best support children’s learning and well-being.
The fourth and fifth studies examine experiences of the PLE in authentic curriculum-based play and learning settings. These studies mark the beginning of a series of innovative design experiments. The results of the research indicate that various forms of creative and playful learning in the playground context can serve children’s learning in a multifaceted way. The two studies provide a strong underpinning for further research and design experiments relating to the PLE.
As defined in the thesis, learning is creative and playful learning that comprises mind-on, hands-on and body-on activities. It encompasses two slightly different learning processes: creative learning and playful learning. The former takes place mostly in classrooms, using various technology and media affordances, whereas the latter, as a physical form of learning, typically takes place outdoors, on a technology-enriched playground. The theoretical approaches to creative and playful learning elaborated in the thesis culminate in a pedagogical model for creative and playful learning. The model provides educators with a pedagogical foundation and tools for applying creative and playful learning in innovative environments and for approaching learning in ways that might contribute to the school of the future. The study captures the ideal creative and playful learning environment through a vision of a learning environment that encourages the use of various formal and informal learning places and spaces, novel technologies and technology-enriched learning environments, creativity, playfulness, physicality and children’s overall well-being.
The particular focus of the research is on pre-primary and primary-aged children, their ideas, views, experiences and activity processes in various playful learning environments. The first study provides insights into the central features of the environment and the related learning activities. Among other findings, the research indicates that feelings are an essential part of children’s play and learning activities. The second study analyzes children’s creative collaboration in playful co-design activities and provides tools for defining learning. Here, the research yields insights into narrativity, creativity, and imagination in children’s collaborative activity. The third study illustrates children’s ideas and expectations regarding their ideal school and learning environment. It shows how primary school children’s expectations resonate in many ways with the arguments advanced in the current educational debate on what kinds of learning environments might best support children’s learning and well-being.
The fourth and fifth studies examine experiences of the PLE in authentic curriculum-based play and learning settings. These studies mark the beginning of a series of innovative design experiments. The results of the research indicate that various forms of creative and playful learning in the playground context can serve children’s learning in a multifaceted way. The two studies provide a strong underpinning for further research and design experiments relating to the PLE.
As defined in the thesis, learning is creative and playful learning that comprises mind-on, hands-on and body-on activities. It encompasses two slightly different learning processes: creative learning and playful learning. The former takes place mostly in classrooms, using various technology and media affordances, whereas the latter, as a physical form of learning, typically takes place outdoors, on a technology-enriched playground. The theoretical approaches to creative and playful learning elaborated in the thesis culminate in a pedagogical model for creative and playful learning. The model provides educators with a pedagogical foundation and tools for applying creative and playful learning in innovative environments and for approaching learning in ways that might contribute to the school of the future. The study captures the ideal creative and playful learning environment through a vision of a learning environment that encourages the use of various formal and informal learning places and spaces, novel technologies and technology-enriched learning environments, creativity, playfulness, physicality and children’s overall well-being.