Playful opportunities for participation for children under three years and professional practice with infant-toddlers in ECEC: a literature review

The international literature on play within professional education and care for children under the age of three is limited, particularly when compared to the significant body of research on their physical, cognitive, and emotional development, which often takes a healthcare or parent–child interaction perspective. This review addresses this gap by examining how ECEC professionals integrate playful approaches in the fundamentally embodied practices with children under three years of age. Using a hermeneutical approach, we synthesize existing studies to explore how play fosters participation across cultural contexts, and highlight the role of professionals in creating playful, inclusive environments.