Can an intensive professional development on play change child care providers’ perspectives and practice on play?

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Author(s)Han, Myae
Author(s)Buell, Martha
Author(s)Liu, Di
Author(s)Pic, Annette
Date Accessioned2023-07-20T14:55:07Z
Date Available2023-07-20T14:55:07Z
Publication Date2023-05-17
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 5/17/2023, available at: https://doi.org/10.1080/21594937.2023.2209239. © 2023 Informa UK Limited, trading as Taylor & Francis Group. This article will be embargoed until 11/17/2024.
AbstractEarly 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.
CitationMyae Han, Martha Buell, Di Liu & Annette Pic (2023) Can an intensive professional development on play change child care providers’ perspectives and practice on play?, International Journal of Play, 12:2, 175-192, DOI: 10.1080/21594937.2023.2209239
ISSN2159-4953
URLhttps://udspace.udel.edu/handle/19716/33028
Languageen_US
PublisherInternational Journal of Play
Keywordsplay
Keywordsprofessional development
Keywordschild care
Keywordscoaching
Keywordsearly childhood teacher education
TitleCan an intensive professional development on play change child care providers’ perspectives and practice on play?
TypeArticle
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