Playful learning in Spanish early childhood education: teachers’ attitudes and challenges

Abstract

Across the globe, there is growing concern over ‘schoolification’ in early childhood education (ECE) – a trend that emphasizes high-stakes testing, narrowly defined learning goals, and rigid curriculum standards. Spain is no exception; the revision and reform of Spain's early childhood curriculum towards more child- and play-centered pedagogy is ongoing. This study examined determinants of teachers’ attitudes and challenges regarding playful learning in the Spanish early childhood system, focusing on teachers of classrooms serving three-, four-, and five-year-olds. Teachers’ beliefs generally extended beyond a traditional emphasis on direct instruction, reflecting broader legislative shifts towards play-based pedagogies. Teachers’ guided play attitudes were primarily determined by teachers’ pedagogical beliefs, with teacher education level showing only marginal effects. Teachers also reported substantial environmental barriers to implementation, particularly high teacher–child ratios and large group sizes. Additional challenges, linked to children's characteristics and pedagogical approaches, reflected concerns about classroom management and limited understanding of playful learning theory. Results suggest that Spanish classroom environments and teacher training could be enhanced by incorporating findings from the science of learning, particularly in relation to playful learning.