The Role of Play and Objects in Children’s Deep-Level Learning in Early Childhood Education

Abstract

This research investigates the significance of the physical environment in early childhood education and care (ECEC) institutions as a facilitator of deep-level learning. Building upon Laevers’ concept of deep-level learning, this study explores the interplay between objects in ECEC settings, children’s play, and their deep-level learning. The primary objective is to examine the potential mediating role of play in the relationship between objects and deep-level learning. The research methodology involves the analysis of a sample consisting of 928 two-minute video observations collected from eight ECEC institutions in Norway. The results demonstrate a positive association between children’s engagement in play, their utilization of objects, and deep-level learning. The findings suggest that constructive and symbolic play partly mediate the positive relationship between deep-level learning and object utilization. These outcomes highlight the pivotal role of play in early childhood education and emphasize how elements within the physical environment can effectively support children’s learning.

Keywords

• deep-level learning
• early childhood
• play
• objects