Implementing godly play in educational settings : A cautionary tale

Journal article


Grajczonek, Jan and Truasheim, Maureen. (2017). Implementing godly play in educational settings : A cautionary tale. British Journal of Religious Education. 39(2), pp. 172-186. https://doi.org/10.1080/01416200.2015.1110112
AuthorsGrajczonek, Jan and Truasheim, Maureen
Abstract

At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children’s agency and voice in their learning paying particular attention to valuing each child’s sociocultural contexts. As learners, children are considered capable and active participants rather than as deficit and passive recipients. How does the implementation of godly play in prior-to-school and school early years settings sit within a contemporary view of childhood? To what extent does this programme align with early childhood theory and practice? This paper seeks to evaluate the presence and place of godly play (which is not a curriculum and nor does it claim to be a curriculum) in the religiously affiliated early childhood education context in either prior-to-school or school settings. It is to be emphasised that this paper is not evaluating the presence and place of godly play in the faith community of the local parish where all who participate are believers coming together to share that faith and to have that faith strengthened. However, its presence and place in formal educational settings outside of parish faith communities is questionable and requires closer critique.

Keywordsearly years religious education; young children’s learning; pedagogy; Godly Play
Year2017
JournalBritish Journal of Religious Education
Journal citation39 (2), pp. 172-186
PublisherRoutledge
ISSN0141-6200
Digital Object Identifier (DOI)https://doi.org/10.1080/01416200.2015.1110112
Scopus EID2-s2.0-84948140215
Research or scholarlyResearch
Page range172-186
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online26 Nov 2015
Publication process dates
Deposited09 Aug 2021
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