The international need to improve the quality of ECEC using evidence-based arguments for the support of children’s right to play, have created a steady interest in children’s play, from researchers’ and practitioners’ points of view. Play, despite its popularity as a pedagogical tool in ECEC, remains a complex issue since it is not always clear how it can be best supported.
Researchers and practitioners (i.e., teachers, stakeholders, parents) need evidenced based data to support and effectively implement play. In response to this, a consortium of 6 partners from 5 European countries, Cyprus, Greece, Portugal, the Netherlands, and Lithuania, initiated the project EDUPLAY, which is implemented with the co-funding of the European Education and Culture Executive Agency under the Erasmus+ Teacher Academies 2024 call.
Objective 1
To map the state of play, teachers’ and leaders’ needs and challenges.
Objective 2
To promote in-service and pre-service ECEC teachers and leaders’ knowledge and competencies in effectively implementing play in their practice.
Objective 3
To raise awareness about the importance of play and provide policy recommendations to enhance the use of play in ECEC across Europe.
Mapping of play status and needs:
Desk and Field research across partner countries to map the current play practices and identify challenges and needs of pre and in-service teachers and leaders.
Training Package:
Development of a comprehensive guide and training modules for ECEC educators, providing theoretical insights, practical strategies, and pedagogical tools to effectively implement play in early childhood education.
EDUPLAY Learning Community:
Establishment of a pan-European network and learning community of ECEC stakeholders, researchers, practitioners and policymakers specialized and interested in the implementation of play in ECEC.
Policy Recommendations:
Formulation of evidence-based policy recommendations to inform the educational systems and policy on systematizing the implementation of play in all-day ECEC settings across Europe.
Phase 1
The first phase focuses on field research to assess the current state of play-based practices in ECEC settings. Using a combination of data collection methods, the project gathers insights from in-service and pre-service teachers, as well as headteachers and ECEC leaders, to identify existing practices, challenges, and professional development needs. This phase builds a foundational understanding of how play is currently integrated and perceived in all-day ECEC environments across participating countries.
Phase 2
The second phase involves the design and implementation of a comprehensive professional development program. This includes the development of a detailed teacher guide and e-learning training courses for supporting practitioners to effectively integrate play into their practice.
Phase 3
The final phase focuses on the establishment of a pan-European network and learning community of ECEC stakeholders, researchers, practitioners, and policymakers. This network serves as a platform for knowledge exchange, and collaboration around the implementation of play in early education. Drawing from the project’s findings, a set of policy recommendations is formulated to inform national and European education systems, aiming to support the systematic adoption of play practices in all-day ECEC settings.