The study was led by Patricia Lannen of the Marie Meierhofer Children’s Institute at the University of Zurich, together with colleagues from University Children’s Hospital Insel Bern and the Zurich University of Teacher Education, and formed part of a nationally funded longitudinal project on playfulness in early childhood. The team deliberately avoided group interviews, pictures, puppets, and other creative elicitation techniques that prior research suggests can bias children’s responses or steer their attention. Instead, each child sat alone with a trained interviewer in a quiet corner of their kindergarten and answered one open-ended, minimally structured question, recorded and later transcribed according to established qualitative rules.

The theoretical backdrop to the work is a decades-old puzzle. Play is universally recognized as central to childhood, yet no universally accepted definition of it exists. In 1980, Lee Krasnor and Debra Pepler proposed an explicative rather than a definitional approach, listing four features—positive affect, flexibility, intrinsic motivation, and nonliterality—and arguing that the more of them co-occur in a child’s action, the closer the behavior comes to pure play. Peter Smith and Renée Vollstedt later added a fifth feature, means before end, capturing the idea that in play the process matters more than the outcome. Crucially, however, these features were derived largely from adult observers. Whether they actually match what play means to the children themselves had rarely been tested at scale.

Of the 327 children interviewed, 165, roughly half, produced differentiated, coherent descriptions that could be analyzed systematically. Another twenty-one gave tautological answers such as “playing is playing,” twenty provided only partial or off-topic responses, and 109 said they did not know or gave no answer. The researchers caution that silence should not be mistaken for absence of understanding. Some children, they note, may have assumed the interviewer already knew the correct answer, a challenge tied to developing theory of mind, or may simply have struggled to verbalize a mental image they possessed. One child put it plainly: “I know what playing is, but I can’t explain it.”

The content analysis used a two-stage approach, combining deductive categories drawn from the Smith and Vollstedt framework with inductive categories allowed to emerge from the material itself. All five established features appeared in the children’s accounts, confirming that the classic framework does resonate with children’s own experience. Positive affect surfaced in statements like “playing makes you happy,” but also, tellingly, in children’s descriptions of play as an antidote to boredom—“you never get bored when you play”—suggesting that play regulates emotion in both directions, by producing pleasure and by extinguishing unpleasant states.

Flexibility and intrinsic motivation emerged as expressions of autonomy and self-direction. “For me, playing is when you are allowed to choose. When I play, I get to decide,” one child explained. Others described play as inventing something, or as the exhilarating freedom to rearrange entire rooms of material into shifting imaginary worlds. Nonliterality, the “as if” quality of pretend play, appeared in children who described animating figures, turning a built contraption into a flying object, or playing mother and child—though notably this abstract feature was mentioned far less often than the emotional and social dimensions. Means before end appeared in children who described play as simply doing or tinkering without any goal to achieve.

The inductive analysis, however, proved the most revealing. Three additional features emerged that no established framework contains. The first, social interaction, was in fact the single most frequent feature in the entire dataset, named by 26.7 percent of children with differentiated responses. Children described play overwhelmingly as something done with peers and siblings—being together, playing with one another, building something with friends. Parents and teachers were strikingly absent from these mental images of play, echoing earlier findings that children view adults as frequent restrictors of play rather than natural play partners, and that children act most playfully when adults remain present but uninvolved in the background.

The second inductive category, object reference, appeared in 21.2 percent of responses. For many children, play was almost synonymous with toys and things: building blocks, dolls, remote-controlled cars, and, in the children’s wonderfully unfiltered inventories, clothespins, toilet rolls, plastic bottles, iPads, tractors, and cordless screwdrivers. Others emphasized the tactile and bodily pleasure of manipulating objects—“doing something with your hands”—and the ways objects serve as fulcrums of early social interaction through joint attention and sharing. The third category, children’s business, captured the conviction that play belongs exclusively to children: “playing is actually what children are allowed to do,” and “playing is actually for us kids.” For these children, play is not merely an activity they engage in; it is their domain, their territory within the social world of childhood.

The findings carry immediate practical weight for educators, parents, and policymakers. Because children equate play with choice, peers, materials, and ownership, early childhood settings support play best by protecting long, uninterrupted periods of child-initiated activity in which children decide what to do, with whom, and with what. The prominence of peer interaction argues for preserving time and space for shared play and for helping children who struggle to enter it, while the strong object reference supports approaches such as loose parts play, in which open-ended, non-commercial materials invite manipulation, construction, and symbolic transformation. Adults, the study suggests, should adopt an onlooker posture—attentive, emotionally available, ready to help—without prematurely taking control. The authors also warn that labeling an activity “playful learning” does not make it play from a child’s perspective, particularly when the activity is directed, evaluated, or subordinated to a predefined outcome, which conflicts directly with the means-before-end quality children themselves expressed.

Methodologically, the study demonstrates that children as young as five are far more capable research informants than the field long assumed, and that the closer a research question sits to children’s immediate everyday lives, the more reliable their testimony becomes. The authors acknowledge limitations: the sample was dominated by five- and six-year-olds from predominantly high-education families, and the unequal age spread prevented robust conclusions about developmental change. Yet the core message stands with unusual clarity for a qualitative field. Children’s conceptions of play encompass the abstract features scientists have catalogued, but they are anchored in the concrete stuff of childhood—friends, toys, freedom, and a sense that play is, above all, their own business. Listening to that voice, the researchers argue, should reshape how we design classrooms, write policies, and even how we think about the purpose of play itself.

Subject of Research: Young children's subjective understanding of what play is, studied through interviews with 327 children aged four to eight

Article Title: Play Through Children’s Eyes—The Subjective Meaning of Play to Young Children

Article References: Lannen, P., Pritz, L. N., Duss, I., Ruedisueli, C., & Seiler, C. W. (2026). Play Through Children’s Eyes—The Subjective Meaning of Play to Young Children. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02359-6

Image Credits: AI Generated

DOI: 10.1007/s10643-026-02359-6

Keywords: play, early childhood, children's perspectives, playfulness, qualitative research, preschool children, child development, social interaction, pretend play, early childhood education, play theory, participatory research

The study highlights how conversations about books, particularly when shared among peers or with caregivers, can illuminate a child’s ability to express thoughts, feelings, and ideas. The authors argue that children are not merely passive recipients of stories; rather, they actively negotiate meaning and create narratives of their own through dialogue. This representational act not only fosters deeper comprehension of the content but also encourages cognitive and social development.

Central to this investigation is the concept of agency, which refers to the capacity of children to act independently and make their own choices in the context of storytelling. The researchers employ a qualitative approach, supplemented by observational data collected through various shared reading sessions. This method allows them to capture authentic interactions as children articulate their responses to narratives visually and verbally.

As the researchers sift through the data, they reveal that children’s agency is significantly expressed through the use of illustrations. Illustrations provide a rich medium for young readers to connect with the text, facilitating a deeper understanding of characters and plots. The study articulates how children often reference both text and images during discussions, bridging verbal and visual comprehension as they convey their interpretations.

One essential finding underscores that children respond differently to various types of books, with genres like picture books enabling richer dialogues compared to traditional narrative texts. This is partly due to the interactivity that picture books promote, allowing children to engage actively with both the storyline and the illustrations. The visual elements in these books serve as prompt points for discussion, encouraging questions, comments, and imaginative speculation.

The researchers note a fascinating variance in how gender and cultural backgrounds influence the nature of these discussions. Girls and boys may focus on different aspects of a narrative or prefer different genres altogether, which highlights the need for diverse literary selections in early childhood education. Encouraging children to share their preferences not only bolsters their confidence but also enhances their ability to articulate thoughts based on personal experiences.

Furthermore, the study emphasizes the role of caregivers and educators in facilitating these discussions. The inputs and feedback from adults during conversations about books can shape children’s perceptions and interpretations significantly. Teachers can harness these interactions to promote critical thinking skills by asking open-ended questions and encouraging children to elaborate on their viewpoints.

Equally important is how children’s storytelling contributes to their identity formation. When they share their insights and favorite stories, they are not merely recounting plots; they are constructing a sense of self. The authors suggest that fostering a narrative-rich environment allows children to explore their own identities by relating to characters and situations in their favourite books. Through this lens, reading becomes a profound tool for personal development.

Moreover, the findings reveal that collaboration in storytelling enhances children’s cooperative skills. Working together to interpret a story cultivates a sense of community and mutual respect, vital traits for social interaction. Shared reading experiences can help create bonds, as children learn to listen, negotiate meaning, and appreciate differing perspectives.

In summation, Petrová and Vašíková’s research goes beyond mere literary analysis. It sheds light on a multifaceted process wherein storytelling becomes an interactive, creative adventure that nurtures children’s intellectual and emotional growth. This vital investigation into the realm of children’s literature offers insights that can enrich teaching practices and underscore the importance of relational learning in early childhood.

As the publication date approaches, the anticipation surrounding this research grows, potentially bridging academic discourse and practical application in educational settings. Through its focus on the complex interplay between agency, communication, and storytelling, this study paves the way for further exploration into children’s literature and its transformative potential.

The conversation around children’s interactions with books is broader and increasingly vital in an age where screens often dominate young lives. By championing the significance of shared reading experiences, Petrová and Vašíková’s work not only advocates for access to a diverse range of literature but also highlights the importance of nurturing an environment where children’s voices can flourish. As they continue their research, the impact of their work promises to resonate throughout educational communities, offering new strategies to engage young readers effectively.

Ultimately, this study serves as a clarion call for educators, parents, and scholars alike to recognize the importance of fostering children’s agency in literary discussions, as these practices may hold the key to nurturing the next generation of thoughtful, articulate individuals who can navigate the complexities of literature and, by extension, the world.

Subject of Research: Children’s literary interactions and agency in shared reading contexts.

Article Title: Telling Through Pictures: Exploring Children’s Agency in Shared Talk About Favourite Books

Article References:

Petrová, Z.J., Vašíková, J. Telling Through Pictures: Exploring Children’s Agency in Shared Talk About Favourite Books.
IJEC (2025). https://doi.org/10.1007/s13158-025-00475-9

Image Credits: AI Generated

DOI: https://doi.org/10.1007/s13158-025-00475-9

Keywords: Agency, children’s literature, shared reading, storytelling, education.

The value of early childhood education has been widely recognized, marking a paradigm shift in educational policy and practice across many nations. The researchers emphasize that experiences in the first years of life lay the foundation for future learning, behavior, and overall life success. With a specific focus on children under three, the study critically examines how early experiences in educational settings can significantly impact a child’s trajectory of development. The authors argue that quality education and care during this sensitive period are crucial, making their findings particularly salient for policymakers, educators, and parents alike.

Through meticulous observations and participatory methodologies, the researchers gathered qualitative and quantitative data from multiple early childhood education settings across Spain. Their objective was not only to identify key factors influencing quality care but also to contextualize these factors within the cultural and social fabric of Spanish society. This comprehensive approach stands as a testament to the necessity of culturally relevant practices in early childhood education, contributing to a growing body of literature advocating for localized educational frameworks.

One of the key revelations from this study pertains to the significance of educator qualifications and ongoing professional development. The research indicates a strong correlation between the educational background of caregivers and the quality of interactions within the learning environment. Qualified educators are more likely to implement developmentally appropriate practices, engage in meaningful dialogues with children, and create enriching learning experiences tailored to the diverse needs of young learners. These findings highlight the critical need for investing in educator training and professional growth as a means to enhance the quality of early childhood education.

Additionally, the researchers shed light on the importance of adult-child ratios within early education settings. Their findings suggest that smaller ratios not only facilitate more personalized care but also enhance the emotional security of children, allowing for deeper emotional connections with educators. This emotional support is paramount for the healthy development of young children, as it fosters a sense of safety and belonging—cornerstones of effective learning environments. In this regard, the study advocates for policy changes that prioritize optimal adult-child ratios to advance quality educational experiences.

The study also explores the role of family engagement in early childhood education. The researchers found that active participation of parents and caregivers is vital for reinforcing the learning that takes place in educational settings. Effective communication between educators and families helps to bridge the gap between home and school, ensuring a cohesive approach to child development. The authors emphasize that creating opportunities for family involvement not only benefits children but also enables parents to feel empowered and informed about their child’s educational journey.

Another focal point of this research is the integration of play-based learning within early childhood programs. Play is recognized as a natural mode of learning for young children, fostering creativity, problem-solving skills, and social interactions. The researchers document how various Spanish settings that emphasized play as a primary learning tool reported higher levels of engagement and enthusiasm among children. Therefore, the study advocates for educational frameworks that incorporate play-based methodologies to enrich the learning experience and tap into children’s innate curiosity and imagination.

Cultural considerations also play a significant role in shaping the quality of early childhood education. The researchers highlight how cultural values and norms influence parental expectations, educator practices, and children’s learning styles. This nuanced understanding suggests that educational programs must be sensitive to the diverse cultural backgrounds of children to create an inclusive atmosphere that values differences. The authors call for ongoing dialogue between educators and communities to ensure that early childhood programs reflect the unique needs and aspirations of the families they serve.

Implications for policy are profound, as the researchers urge both local and national bodies to recognize the importance of investing in early childhood education. The study’s findings suggest that current funding models and policy frameworks often overlook the crucial developmental phase of early childhood, particularly for children under three. By prioritizing financial resources and policy initiatives aimed at enhancing the quality of early education, governments can yield long-term benefits not only for children but for society as a whole.

The implications of this research extend beyond national borders, providing a valuable framework for understanding early childhood education worldwide. Educators, policymakers, and researchers from various contexts can draw on these insights to inform their practices and strategies, aiming to create high-quality early education environments that support children’s holistic development irrespective of cultural or geographic boundaries.

Furthermore, the study sheds light on the intersectionality of socioeconomic factors and access to quality early childhood education. The researchers emphasize that children from lower socioeconomic backgrounds often experience disparities in educational opportunities, which can have detrimental effects on their development. By addressing these inequities, societies can work towards creating more inclusive educational systems that provide all children with a robust foundation for future success.

In closing, the research conducted by Otero-Mayer, Expósito-Casas, and Vélaz-de-Medrano offers critical insights into the intricate factors that underpin quality early childhood education in Spain. Their findings challenge existing paradigms and offer guidance for continuous improvement in educational practices. As nations navigate the complexities of early childhood education, embracing these lessons can pave the way for a brighter future for young learners.

This study clearly demonstrates that quality early childhood education is not merely a luxury but a necessity for fostering the next generation. The authors call on all stakeholders—educators, policymakers, and families—to collaborate towards creating enriched early education experiences that cater to the developmental needs of all children under three. By emphasizing quality, cultural sensitivity, and inclusivity, the goal is to set the stage for lifelong learning, ensuring that every child has the opportunity to thrive in an increasingly complex and interconnected world.

Subject of Research: Early Childhood Education Quality Factors

Article Title: Understanding Key Factors in Quality Early Childhood Education Care for Children Under Three: Insights from Spanish Settings.

Article References:
Otero-Mayer, A., Expósito-Casas, E. & Vélaz-de-Medrano, C. Understanding Key Factors in Quality Early Childhood Education Care for Children Under Three: Insights from Spanish Settings. IJEC 57, 505–525 (2025). https://doi.org/10.1007/s13158-024-00408-y

Image Credits: AI Generated

DOI:

Keywords: Early Childhood Education, Quality, Educator Qualifications, Family Engagement, Play-based Learning, Policy Implications, Cultural Sensitivity, Socioeconomic Factors.