Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies
Playful pedagogies, rooted in experiential learning, integrate play, humor, spontaneity, and levity to create engaging educational experiences. Playful pedagogies have been shown to support adults' emotional resilience and sense of belonging while reducing stress and anxiety. Despite these bene...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1478541/full |
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| author | Lina Darwich Dennis DeBay Lisa Forbes Julia Mahfouz |
| author_facet | Lina Darwich Dennis DeBay Lisa Forbes Julia Mahfouz |
| author_sort | Lina Darwich |
| collection | DOAJ |
| description | Playful pedagogies, rooted in experiential learning, integrate play, humor, spontaneity, and levity to create engaging educational experiences. Playful pedagogies have been shown to support adults' emotional resilience and sense of belonging while reducing stress and anxiety. Despite these benefits, their use in education preparation programs (EPPs) remains underexplored. Given the increasing focus on teacher social and emotional learning (SEL), playful pedagogies hold significant potential for equipping future educators with the skills needed to foster both their own and their students' SEL growth. This paper advocates for a shift in teacher education from predominantly lecture-based instruction to a model that incorporates joy, humor, and experiential learning. We propose integrating playful pedagogies with a reflective learning cycle to enhance SEL competencies among pre-service teachers. Specifically, we introduce a conceptual model that combines a four-level pyramid of playful learning with an iterative reflection process. By integrating playful pedagogy into EPPs, we aim to foster resilience, creativity, and collaboration among future teachers, empowering them to create inclusive learning environments that nurture their students' holistic development. |
| format | Article |
| id | doaj-art-81078f7dd8d842aa8f8f75a2bb7e2a2d |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-81078f7dd8d842aa8f8f75a2bb7e2a2d2025-01-08T14:15:35ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14785411478541Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogiesLina Darwich0Dennis DeBay1Lisa Forbes2Julia Mahfouz3Department of Teaching, School Counseling, and Leadership Studies, Lewis and Clark College, Portland, OR, United StatesSchool of Education and Human Development, University of Colorado-Denver, Denver, CO, United StatesSchool of Education and Human Development, University of Colorado-Denver, Denver, CO, United StatesSchool of Education and Human Development, University of Colorado-Denver, Denver, CO, United StatesPlayful pedagogies, rooted in experiential learning, integrate play, humor, spontaneity, and levity to create engaging educational experiences. Playful pedagogies have been shown to support adults' emotional resilience and sense of belonging while reducing stress and anxiety. Despite these benefits, their use in education preparation programs (EPPs) remains underexplored. Given the increasing focus on teacher social and emotional learning (SEL), playful pedagogies hold significant potential for equipping future educators with the skills needed to foster both their own and their students' SEL growth. This paper advocates for a shift in teacher education from predominantly lecture-based instruction to a model that incorporates joy, humor, and experiential learning. We propose integrating playful pedagogies with a reflective learning cycle to enhance SEL competencies among pre-service teachers. Specifically, we introduce a conceptual model that combines a four-level pyramid of playful learning with an iterative reflection process. By integrating playful pedagogy into EPPs, we aim to foster resilience, creativity, and collaboration among future teachers, empowering them to create inclusive learning environments that nurture their students' holistic development.https://www.frontiersin.org/articles/10.3389/feduc.2024.1478541/fullpre-service teacherseducation preparation programssocial and emotional learningplayful pedagogiesteacher SELteacher reflection |
| spellingShingle | Lina Darwich Dennis DeBay Lisa Forbes Julia Mahfouz Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies Frontiers in Education pre-service teachers education preparation programs social and emotional learning playful pedagogies teacher SEL teacher reflection |
| title | Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies |
| title_full | Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies |
| title_fullStr | Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies |
| title_full_unstemmed | Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies |
| title_short | Play, reflect, cultivate social and emotional learning: a pathway to pre-service teacher SEL through playful pedagogies |
| title_sort | play reflect cultivate social and emotional learning a pathway to pre service teacher sel through playful pedagogies |
| topic | pre-service teachers education preparation programs social and emotional learning playful pedagogies teacher SEL teacher reflection |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1478541/full |
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