Playful learning? An extreme comparison of the Children’s University in Malaysia and in Australia

Abstract

Playful learning is frequently conceived in binaries: fun/hard, child/ adult, and formal/non-formal learning. The term 'playful learning' lacks a coherent definition. This is understandable given it is a multidisciplinary field of research. The article develops an extreme-comparative method to analyse a non-formal learning program, the Children's University, in Malaysia and in Australia. It reveals structural differences in implementation, attitudes to playful learning, and cultural attitudes to non-formal learning. The cases draw on in-depth interviews with service providers. Finally, the article describes a 'virtual circle' which can be used to understand playful learning in different contexts.

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…Learners displaying choice, in the eyes of an observer, are choosing objectives, creating and exchanging ideas, creating and altering rules, and managing obstacles (Plass et al 2020). They are also expected to select collaborators and responsibilities, determine how long they will work or play, and determine when they will move about (Shelley et al 2019). These are closely linked to SDL, which will be expanded upon further in this chapter.…”

“…The realities for children (and, in many cases, adults) is that they seldom have total control over their lives. In schools, there might be conflicts between learner's interests and the aims of adult learning that can occur (Shelley et al 2019). Most importantly, the perception of choice allows learners to have a sense of autonomy and ownership; they believe they have options to do what they want when they are allowed to do so .…”

“…Intrigue, originality, amazement and difficulty are all elements of the wonder experience, and they may engage and captivate the learner in various settings (Shelley et al 2019). If you are an observer, a feeling of wonder entails experimenting and investigating, producing and inventing, pretending and envisioning, and pushing boundaries or learning via trial and error.…”

“…Researchers are not saying that we do not take our teaching seriously by saying that learning can be fun. Taking education seriously does not mean, however, that learning should be devoid of enjoyment, happiness and pleasure (Shelley et al 2019). It is indeed regrettable that schools lack a feeling of joy .…”