Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills
Abstract
Drawing upon Vygotskian and Piagetian learning theories, recent research reveals children’s learning can be maximized through a specific Active Playful Learning (APL) approach called guided play. The deepest and most engaging learning happens during guided play. In guided play, adults might prepare an environment and set a learning goal, but children get to direct their own play and exploration towards that goal. Research suggests that guided play fosters math skills, shape knowledge, task switching, spatial vocabulary, literacy, language, social interaction, and physical activity. The intersection of play and the intentionality of having a learning goal holds great potential as a pedagogical approach that can be applied to technology, community spaces, and to classrooms. We describe current directions in: (1) the conceptualization of guided play, (2) areas for implementing this approach in formal and informal education (including television and digital applications, as in the case of Sesame Street), and (3) future opportunities and challenges.
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Young learners aged 11 to 14 benefit more from playful, collaborative vocabulary learning activities that align with their cognitive and social development.
“This is especially relevant for young learners, aged 11 to 14, who benefit more from playful, collaborative vocabulary learning activities that align with their cognitive and social development (Fletcher et al., 2024).”
From Digital Game-Based Vocabulary Learning Using Kahoot! Perceptions, Engagement, and Achievement Among Moroccan EFL Young Learners (2026) · cites this paper as Fletcher et al., 2024
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- Authors
- Fletcher, K., Wright, C. A., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K.
- Affiliations
- Temple University (US)
- University of Maryland, College Park (US)
- Department of Psychology, Temple University, Philadelphia, PA, USA
- Corresponding author
- Fletcher, Katelyn
- Venue
- Journal of Children and Media
- Publisher
- Informa UK Limited
- Published
- 2024-07-02
- Volume
- 18
- Issue
- 3
- Pages
- 309-321
- ISSN
- 1748-2798 (ISSN-L)
- 1748-2801
- OpenAlex
- W4400332146
- Cited by
- 13
- References
- 49
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 5
- FWCI
- 16.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Children and Media (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- guided play, 21st century skills, culturally relevant pedagogy, children's learning, mathematical skills, literacy, social interaction, physical activity, formal and informal education, Sesame Street, digital learning applications, television learning
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