Playful Opportunities for Participation for the Youngest Children in ECEC:A Literature Review

The international literature on 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 can integrate playful approaches to support developmental and participatory outcomes for children ages 0-3. Using a hermeneutical approach, we synthesise existing studies to explore how play fosters participation across cultural contexts, and highlight the role of professionals in creating playful, inclusive environments.