The power of playfulness: the interpretation of teacher playfulness from the perspective of Autistic students
Subject
Abstract
Creating positive learning environments for students who are autistic is essential to their education rights as individuals. This study suggests that teacher playfulness in an inclusive education setting can be a supportive pedagogical approach for teachers to use when teaching autistic students. The study is done using an interpretive phenomenological approach which highlights the experiences and interpretations of participants, who were autistic students.
Participants describe their experiences with playful and non-playful teachers. Study findings affirmed that participants preferred playful teachers over non-playful teachers. Participants noted how teacher playfulness supports them in feeling connected, safe, engaged, and happy. Overall, four key themes emerged across participants: cultivating safety and belonging, the power of laughter, fostering a supportive learning environment, and compassionate connection.