Abstract: This study answers the following questions: "In what kinds of environments do preschool children want to play?" and "In what kinds of environments do boys and girls want to play"? Methodologically, the study draws on grounded theory, with data collected among Finnish preschoolers through creation sessions consisting of 15 sessions with 49 children from six to seven years of age. Children prefer emotional play worlds, where excitement and amusement can be experienced and where collaborative activities and nature are afforded. Girls created scary and happy play worlds and boys created worlds of aggression and care. Emotional worlds indicate 1) rich and varied emotions, 2) a desire for physical activity and nature, and 3) common and divergent emotional worlds of the genders. The outcomes have been utilized in designing pilot playful learning environments (PLE) and they will be useful in developing PLEs and playing to meet the challenges of education.

Abstract: This paper reports the expectations of a selection of educators regarding Playful Learning Environments (PLEs). PLEs are outdoor playgrounds designed for learning and growing through play. Pilot PLEs have been constructed in Finland and the concept has been introduced and implemented in other countries. Teachers’ views are needed when innovations are to be introduced in the schools. Teachers (N = 14) from pre-primary education to the fourth grade were interviewed to ascertain their preferred practices and expectations of teaching, playing, and learning where PLEs were concerned. The grounded theory approach was used in coding and theory building. The teachers’ expectations concerning PLEs are related to implementation, play, learning, curriculum, and concerns. Implementation means that a PLE provides alternative learning environments for teaching and learning. Play refers to an imaginary context that facilitates and inspires playing at school. Learning is related to the emotional, physical, social, and cognitive benefits that activities in a PLE can bring. PLEs are expected to afford a more flexible adaptation to the curriculum. Finally, concerns describe critical views, which have to be considered as well. There are critical opinions about whether PLEs are really needed or merit further investment. On the whole, the teachers’ expectations relate to teachability, playability, and learnability, which are discussed in the article. Teachers, teacher educators, PLE designers and manufacturers have insights to gain from this study. In addition, teacher’s views are essential in designing pedagogically meaningful contents for PLEs and in developing PLEs that meet the challenges of the future school.