Browsing by Author "Liu, Di"
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Item Can an intensive professional development on play change child care providers’ perspectives and practice on play?(International Journal of Play, 2023-05-17) Han, Myae; Buell, Martha; Liu, Di; Pic, AnnetteEarly childhood teachers need knowledge and skills to support play and learning. However, the child care workforce often has limited or no preservice training on play, relying instead on in-service training. With policy shifts towards a standards-driven curriculum in the U.S., there is limited in-service play training available, creating a need for high quality in-service training on play. This study introduces a model of intensive professional development (PD) on play – a group workshop coupled with a group coaching model – implemented in the Mid-Atlantic area in the U.S. The play training focused on three areas: self-active play experience, the knowledge and skills needed to support children's learning through play. The group coaching component included feedback on self-recorded video practice and an opportunity for participants to share reflections on supporting play with each other and the coaches. We conducted an interview study with the participants about their perspectives on play and practice after the intensive PD. Qualitative data analysis revealed that: (1) all participants changed their perspectives on play after the play PD; (2) participants implemented strategies from the training and supported more play in practice; and (3) despite increased knowledge and skills, participants continued to experience challenges when implementing play strategies.Item Exploring Chinese preschool parents', teachers', and directors' perceptions of children's play(University of Delaware, 2020) Liu, DiThis research investigates preschool parents’, teachers’ and directors’ perceptions of children’s play in a Chinese context. Cultural values shape adults’ play perceptions and influence children’s play experiences in child care and early education programs. Thus, the current study seeks to understand how Chinese adult stakeholders’ cultural values are associated with their perceptions of children’s play, and how the stakeholders perceive children’s play in different types of preschool programs. A convergent mixed-methods research design was employed to collect both survey and interview data on the topic of stakeholders’ perceptions of play in preschool. The sample included 1,350 preschool parents, 90 teachers, and 15 directors from urban and rural programs and from public and private programs. Results suggest that based on contemporary Chinese cultural values, play positively contributes to child socialization goals. Parents and professionals in different types of programs generally showed positive perceptions of children’s play in preschool. However, some parents and professionals still had pedagogical concerns about play in preschool settings. Implications and directions for future research are discussed.