12 perspectives on playful approaches in social education and teacher education

The publication, 12 Perspectives on Playful Approaches in Social Education and Teacher Education, brings together key research findings from the Playful Learning research project (2019–2024).

Over five years, 12 PhD students have investigated how playful approaches can create new opportunities – and challenges – within teacher and pedagogue education in Denmark. The key themes of the publication include learning environments, cultural transformation, and didactics.

In the foreword, Helle Marie Skovbjerg, Professor of Play and Design at Kolding School of Design, as well as editor and research leader, writes:

- I hope this is just the beginning of a lively conversation about play and playfulness – now and in the future.

Inspiration for educators and students
The publication contains 12 articles offering insights into how educators apply playful approaches and how play contributes to the professional development of future teachers and pedagogues. The articles demonstrate how play can support deep learning, create engaging learning environments, and offer new perspectives on educational practice.

The Backstage Design 
By Tina Visgaard Duedahl

This article introduces a design that helps educators invite teacher students into their didactic reflections and reasoning.

Play Means to Go Out, Practise Means to Take Something In 
By Søren Hørning Hansen

This article explores the metaphorical differences and similarities between play and practice and how educators can use this relationship to develop skills.

On Meeting in Shared Playful Spaces
By Kim Holflod

This article examines how playful collaboration can support and enhance students’ interdisciplinary relations, participation, and cooperation.

Seven Principles for Implementing Playful Approaches to Learning
By Vici Daphne Händel

This article introduces seven design principles for playful approaches in teaching that promote engagement, learning, and embodied playful presence among students.

It’s Fun Playing this Grumpy Dad
By Martha Lagoni and Signe Tonsberg

This article explores playful, dramaturgical approaches to teaching in pedagogue education, where role-playing can create space for students to explore their professional identity in collaboration with educators.

Playing with Knowing 
By Lotte Agnes Lausen

This article argues that teacher students need to acquire knowledge in multiple ways – theoretically, but also through sensory, bodily, and experiential means – to act professionally.

Let the Body do the Talking
By Sisse Winther Oreskov

This article presents a teaching design that strengthens pedagogue students’ awareness of kinaesthetic empathy. It integrates playful qualities to bridge linguistic and practical knowledge in pedagogue education.

Playful Movements Can Spread Like Ripples in the Water
By Lars Dahl Pedersen

This article discusses being playful in movement with others and how this relates to pedagogue education and practice. Mastering a playful, moving body is viewed as an essential pedagogical competence.

From Intended Learning Outcomes to Learning Experience
By Anne Kristine Petersen

This article presents a framework that helps teacher students design education where play is central and holds great learning potential. It advocates shifting focus from detailed planning to prioritising students’ learning experiences.

The Power of Affect
By Jennifer Ann Skriver

This article explores how pedagogue educators can harness the power of affect to design teaching with playful approaches that enhance student engagement, creativity, and a sense of belonging.

My Approach is Not All That Playful - I'm More of a Traditional Teacher
By Lise Hostrup Sønnichsen

This article examines the role of the teacher educator as a playful and experimental role model and how this impacts students’ professional development in learning activities shaped by playful approaches.

Where is the Shoe Pinching?
By Mikkel Vinding

This article focuses on the challenges that arise when performance-oriented educational thinking meets playful approaches in pedagogue students’ exams.

About Playful Learning Research
Playful Learning Research is one of Denmark’s most extensive research projects on play and learning. The project aims to expand the language and knowledge surrounding playful approaches and, most importantly, support the integration of this knowledge into pedagogue and teacher education across the country. Launched in 2019, the project is now in its second phase (2023–2026), with a particular focus on investigating how play and playful approaches function in children’s everyday lives in early childhood education and schools.