Developing a playful curriculum in the higher education classroom

This study explores the impact of incorporating playful elements into the higher education classroom in teacher preparation programs to influence their playful mindset positively. An ANOVA was conducted to analyze pre- and post-test changes in students’ attitudes toward play, as well as their perceived engagement, motivation, and beliefs about the role of play in learning. The pre and post-surveys, administered at the beginning of the 2023 Spring semester, consisted of eight questions addressing various aspects of the participants’ playful mindset. To support the development of a playful mindset among pre-service teachers, both environmental and curricular aspects are intentionally cultivated. Environmental aspects such as spontaneity, informality, flexibility, and creating a risk-taking safe space are emphasized. Curricular changes include incorporating storytelling/scenarios, interactive materials, a flexible curriculum approach, icebreakers, brainstorming/ free-writes, and shared/multisensory activities. The study results indicate a positive shift in students’ playful mindset, particularly concerning their openness to implementing playful activities to teach young students and recognizing the value of play in learning. Additional implications for practice will be further discussed.