Toddlers' Play in Early Childhood Education Settings
Hännikäinen, M., & Munter, H. (2018). Toddlers' Play in Early Childhood Education Settings. In P. K. Smith, & J. L. Roopnarine (Eds.), The Cambridge Handbook of Play : Developmental and Disciplinary Perspectives (pp. 491-510). Cambridge University Press. Cambridge Handbooks in Psychology. https://doi.org/10.1017/9781108131384.027
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© Cambridge University Press, 2018
More and more toddlers participate in early childhood education outside home, sharing a significant
part of their day with teachers and peers, often in play. Despite the knowledge that has accumulated
on toddlers’ playing skills and on the psychology underlying the development of play, research on
toddlers’ play from the educational and pedagogical viewpoints is limited. Whereas teachers of
toddlers report high respect for play and the importance of play in toddlers’ lives, research shows
that the position of play is generally weak. This chapter, drawing on existing research, reviews the
development and characteristics of toddlers’ play, describes the ways in which they play, and
discusses how teachers through their own actions create opportunities for the youngest children to
express, carry out and develop their existing potentials of imagination, narration and play, together
with them and other children. A sensitive, responsive, physically and emotionally present teacher,
who is able to observe what is going on in the group, who understands the meanings of activities
from children’s viewpoints and who can work - and play - accordingly with them forms the basis
for shared imagination and joint play. How to be such a teacher is a central issue in this chapter.
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