Chapter 4: Exploring Play-Based Learning: Perspectives of Early Childhood Teacher Education Students and Practicum Mentors in the Context of a Children’s Museum

Early childhood teacher education (ECTE) aims to prepare students for a profession where play is seen as important for children’s learning and exploration. As a qualified early childhood teacher, it is essential to possess a theoretical understanding of the role of play in children’s lives, as well as a pedagogical practice that supports this understanding in daily interactions with children in kindergarten settings. The objective of this study was to investigate how ECTE students in Norway, along with their practicum mentors, conceptualised play-based learning. Additionally, the study examined how mentoring and students’ learning opportunities related to play-based learning occurred at a museum arranged for learning through play. Data were collected through participatory observations, individual interviews with students and practicum mentors and students’ didactical plans and evaluations. The analysis was guided by play-responsive teaching theory and theories of dialogue and responsivity. The findings reveal four key insights: first, participants emphasise the teacher’s role as a facilitator or play partner in play-based learning; second, they point out the importance of collaboration and mentoring; third, they highlight the mentor as a role model in relation to play and play-based learning; finally, participants acknowledge the museum as a valuable arena for learning through play. The findings suggest that a museum arranged for learning through play can serve as a meaningful arena where theoretical knowledge and practical experience meet and interact in ECTE.