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<p>The United Nations’ fourth Sustainable Development Goal emphasises quality education for all, including early childhood education. In early childhood education and care (ECEC) quality largely hinges on inclusive access to play for all children, which is contingent on educators’ practices. Recognising the critical role of educators’ actions, this article provides a scoping overview of existing knowledge on specific practices, conceptualised as “doings,” that educators do to facilitate children’s engagement in play. The concept of “doings”, drawn from the theory of practice architecture, encapsulates the diverse “modes of action” through which educators can support play. By reviewing and thematically analysing ten years of empirical studies (from 2012 to 2021) we identify different play facilitating practices educators utilise and by that contributes to the academic discourse on practice-developing research.</p>

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Early Childhood Educators’ Doings to Facilitate Children’s Participation in Play: A Scoping Review and Thematic Analysis of Research Literature

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月9日

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  • Marion Oen,
  • Elin E. Ødegaard,
  • Alicja R. Sadownik

摘要

The United Nations’ fourth Sustainable Development Goal emphasises quality education for all, including early childhood education. In early childhood education and care (ECEC) quality largely hinges on inclusive access to play for all children, which is contingent on educators’ practices. Recognising the critical role of educators’ actions, this article provides a scoping overview of existing knowledge on specific practices, conceptualised as “doings,” that educators do to facilitate children’s engagement in play. The concept of “doings”, drawn from the theory of practice architecture, encapsulates the diverse “modes of action” through which educators can support play. By reviewing and thematically analysing ten years of empirical studies (from 2012 to 2021) we identify different play facilitating practices educators utilise and by that contributes to the academic discourse on practice-developing research.