Playing the system
Advocacy for play equity in early childhood education
Bibliographic Data
This article explores advocacy practices that support teachers' integration of play and playful learning in their classrooms. Activism is a well-documented transformative aspect of the teaching profession (e.g.), which is recently experiencing heightened political pressures. At the same time, COVID-19 exacerbated existing inequities in early childhood education. For example, in underserved communities, the "learning loss" discourse increased accountability for narrowly defined academic outcomes as well as the expectations of student obedience and compliance. This article forefronts access to play and children's agency as an equity issue and offers early childhood educators strategies for advocacy and activism to infuse play and playful learning in their educational contexts
Accountability · Agency (philosophy · Developmental psychology · Early childhood · Early childhood education · Educational Equity · Equity (law · Obedience · Pedagogy · Political science · Politics · Public relations · Social science · Sociology · Transformative learning · Child Development and Digital Technology · Children's Rights and Participation · Early Childhood Education and Development · Law · Psychology · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |