Pedagogues’ participation in play as a pathway to inclusive environments

Abstract

The aim of the paper is to present an analysis of empirical data combining theoretical concepts of play order and play practices (Schatzki 2001; Schmidt 1999; Author 2021, Author et al. 2022) with theory of inclusion and exclusion (Author 2012, 16; Author et al. 2018; Author et al. 2020; Author et al. 2022). Thus, the pedagogical challenge is to support all children to (be able to) participate in play by adapting to play orders and enabling the children to understand and unfold play practices. At the same time, pedagogues are responsible for ensuring access for all children, offering different kinds of play types and play designs over time, and contributing to the play orders.

The main contribution of the paper is the analytical finding that pedagogues’ participation in play is essential to removing barriers for children’s participation in play, and free play, understood as free from pedagogues, does not support inclusive strategies.

The paper includes examples of how pedagogues through participation in play support children in adapting to play orders and thus attaining the ability to play. Further, how pedagogues influence the play order to ensure access for all children and thereby develop a more inclusive pedagogical environment.