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Aim Over the last decade, there has been growing interest in the application of play as a pedagogical approach to support the learning of children within formal education settings. However, existing literature has shown there is significant variation in teachers’ understanding of play-based pedagogy (PBP) and how it is applied in the classroom (Pyle et al., 2018; Jay Nolan PBP requires a balance between play activities and teacher-led instruction; and career long professional learning (CLPL) opportunities are essential in developing teachers’ application of PBP. Limitations The current review explored a specific subsection of literature regarding teacher’s experiences of implementing PBP. Therefore, the literature included in the review is limited to qualitative data and findings are based on participants’ subjective experiences. Conclusions Implications for educational psychology (EP) practice are discussed in relation to the emerging themes. It is hoped results from this study will inform future policy and practice in order to support and develop the use of PBP as an effective approach to teaching and learning within formal education settings.
Annie Paterson (Tue,) studied this question.