Playful Discourse Practices in Guided Play Learning Environments

Abstract

This paper examines how teacher guided play can support inquiry while learning science. Guided play has been positioned as a balanced approach to supporting learning in ways that value the curious, playful, and child-directed characteristics of play. We present interaction analysis of two cases of teacher guided play, where we examine how teachers guide students in ways that not only lead to instructional goals but support the playful exploration that is important in students’ learning experiences. Findings in this paper reveal how guided play changes participation and discourse practices as teachers incorporate these open forms of learning into classroom spaces.