ABSTRACT
The importance of play for children’s learning, well-being, and development and as an important activity in its own right is clearly articulated in the Swedish national preschool curriculum. The significance attributed to play is also reflected in the preschool teacher education programme intended to prepare pre-service teachers to adopt a play-based pedagogy in their daily practice. However, applying or translating theoretical knowledge into practical activities to offer meaningful playful experiences for young children can be a challenge. This chapter draws on policy documents, the programme of studies from one higher education institution and preschool teachers’ beliefs on their professional education to reflect on the challenges and dilemmas associated to a play-based pedagogy in ECE.
