Course Syllabus

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Semester & Location:

Fall 2024 - DIS Copenhagen
Type & Credits:

Elective Course - 3 credits

Major Disciplines:

Child Development, Education/Educational Studies

Prerequisite(s):

None
Faculty Members:

Nanna Duchene

(current students please use the Canvas Inbox)
Program Contact:

Department email address psy.cns@dis.dk
Time & Place:

Time: Tuesdays 8:30 - 11:25

Classroom: V23-301

Course Description

This course takes departure in Scandinavian pedagogy and teaching methods with specific emphasis on Playful learning.

In this course, we explore how the qualities of play can contribute to strengthening pedagogy and learning in preschools, schools, and higher education and ask: WHY is play a core resource for learning and HOW can educators promote play and playful learning? In class we will explore and discuss theoretical and empirical literature on play and learning, engaging in playful learning activities, develop innovative actions and designs which invites to creativity, participation, collaboration, problem-solving, critical thinking and much more.

Central to this course are also questions such as: Are play the same in different cultural contexts? Are play available for all? Can playful approaches to learning contribute to inclusion?  Can playful approaches to learning in education be a potential catalyst for culture change? Will a more playful approach to learning lead to a new educational mindset, where the goal is not only to acquire factual knowledge and skills, but to educate children and students, who relate curiously, investigative, and even critically to the world?

Even though the emphasis is on Playful Learning we will also address general pedagogical questions to learning in Scandinavian classrooms such as: what is the role of the teacher? What is the view of the child or the students? How does learning looks like in the classrooms? What are the aims of education?

Through this course, students will learn to:

  • Cooperate and draw from the perspectives of peers in group discussions and group work.
  • Identify, discuss, and analyze theories and research on pedagogical and educational topics with an emphasize on Playful Learning.
  • Develop Playful learning actions.
  • Experience and reflect upon what Playful Learning feels like as an embodied practice to link these experiences to working with children, students or other learning environments.
  • Create new understandings that will challenge former knowledge and experience
  • Draw connections between practical experiences and future career plans and the academic topics presented in class.

Faculty

Nanna Duchene: Associate professor, Philosophy of Education. External lecturer  for several years at Aarhus University and Associated Professor at University Colleges  within disciplines: Philosophy of Education, General Education, Children with special needs and practicum guidance. Several years of experience as Editor of Journals on Education. With DIS since 2021. Teaches the subjects: 'Childhood Development and Education - general and practicum' and 'Playful Learning in Scandinavian Classrooms'. 

Field Studies

Field studies will include visits and topics of common interest for this class. The idea is to have a shared experience that will both examine the prior knowledge and bring in new experiences in the area of educating and working with children.

Guest Lecturers

At certain points in the course, guest lecturers will be invited to provide their experience and expertise on select topics being covered in class.

See course schedule for details.

Approach to Teaching

 As your teacher in a Playful Learning classroom, I cannot simply transfer static knowledge to you in a one-to-one manner. Instead, you must try to  connect to knowledge through shared actions with me and your classmates. This means that passive reception of information in this teaching context is not sufficient. Instead, you are expected to actively participate, engage, and contribute to the learning environment. In brief: Embracing Playful Learning

Expectations of the Students

  • Consider everyone as valued and equal members of the class community, who treat each other with respect, acknowledgement, politeness, openness and care – an environment that is believed to promote learning
  • Be active and responsible towards your peers in group work
  • Show engagement, participation, contribution and responsibility
  • Be creative and open minded
  • Be more independent than you might be used to, for instance finding information on assignments on own initiative
  • Be reflective and bring your thoughts and ideas to class and discussions
  • Complete readings prior to each class
  • Upload assignments on Canvas. It is your own responsibility to check if submissions are correctly uploaded. If you experience issues with uploading assignments, you are expected to contact your instructor and make arrangements for how to hand in Assignments. Assignments that are not uploaded on time will be graded down.

Evaluation

Students will be evaluated throughout the term using a variety of methods.  All students are expected to actively participate in class, which will form part of their grading.  Students will also be required to complete various individual or group assignments throughout the term.

Absence from class will only be excused in serious situations but informing your faculty regarding your attendance is always necessary. Unexcused absences include travelling or an absence that has not been discussed with the faculty.  

Grading

Assignment

Percent
Attendance, Participation and Engagement in class

30%

Ongoing Assignment: Reflect and Share

20%

Mid-term Assignment: Student-Led Project – Defining Content, Product, and Assessment 

25%

Final Assignment: Designing Playful Learning Experiences at DIS

25%

Total

100 %

To be eligible for a passing grade in this class, you must complete all of the assigned work.

 

Readings 

    • Almon, Joan The Value of Risk in Children’s Play. Alliance for Childhood
    • Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educ Asse Eval Acc 21, 33–46
    • Convention of the children’s Rights
    • Covan, K. (2020) A panorama of Play - A litteratur Review. Digital Futures Commision. London:5Rights Foundation.
    • Mark J.P. Wolf and Bernard Perron (Ed.) (2023): Simulation versus Narrative: Introduction to Ludology. Gonzalo Frasca. Video/Game/Theory. Edited by
      Routledge, 2003
    • Frisk, Jeanette et.al (2019: The City as a Classroom. Arki_books.
    • Guss, Faith Gabriella (2001): Drama performance in children's play-culture : the possibilities and significance of form
    • Hirsh-Pasek, Kathy, et.al. (2018): Assessing the Inaccessible: Redifining Play as a Spectrum. Frontiers in Psychology.
    • Illeris, Knud (ed.) (2018): Contemporary theories of Learning. Learning Theorists…in their own words. Routledge (Pragmatism and Situated Learning)
    • Laursen, Martin Holmgaard (2021): Wolfgang Klafki's Key Problems - a didactical point of departure. In: You’re welcome. An introduction to the Danish Folkeskole. UP Nr.2.
    • Lyager, M., Heiberg, T., & Lehmann, S.  (Editors) (2020): Playbook 1 (2020); Playbook 2(2020/2021); Playbook 3 (2022); Playbook 4 (2023) Danish University College’s Playful Learning Program
    • Liu, C., Solis, S. L., Jensen, H., Hopkins, E. J., Neale, D., Zosh, J. M., Hirsh-Pasek, K., & Whitebread, D. (2017). Neuroscience and learning through play: a review of the evidence (research summary).The LEGO Foundation, DK.
    • Mardel, Ben, et al. (2023): A pedagogy of Play. Supporting playful learning in classrooms and schools. Cambridge, MA.
    • Miller, Adward and Joan Almon (2009): Crisis in Kindergarten. Why Children Need to Play in School. Summary and recommendations. Alliance for Childhood.
    • Ministry of children and education: Primary and lower secondary education, and upper secondary education
    • Ministry of children and education (2013): The Aims of the Folkeskole
    • Resnick, Mitchel (2017): Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers and Play. MIT Press.
    • Sollis, Lynneth s., et.al (2021): Toward an American Pedagogy of Play. Cambridge, MA.
    • Souto-Manning, Mariana (2017): “Is Play a Privilege or a Right? And What’s Our Responsibility? On the Role of Play for Equity in Early Childhood Education.” Early Child Development and Care 187(5-6):1-3
    • Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2017). Learning through play: a review of the evidence (white paper). The LEGO Foundation, DK.
    • Westbury, Ian (2010): Chapter 1. Teaching as a reflective practice: What Might Didaktik Teach Curriculum? In: I. Westbury, S. Hopmann & K. Riquarts (Red.) Teaching as a Reflective Practice : The German Didaktik Tradition(p. 13-39). Mahwah, N.J.: Lawrence Erlbaum

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

Course Enrollment and Grading

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Course Summary:

Date Details Due