Can an intensive professional development on play change child care providers' perspectives and practice on play
Bibliographic Data
| ID | 4923674 |
|---|---|
| Authors | Myae Han (0000-0002-4625-3703, University of Delaware, corresponding author), Martha Buell (0000-0002-0392-8942, University of Delaware), Di Liu (0000-0002-6015-1965, Jiangsu Normal University), Annette Pic (0000-0001-5248-5722, University of Delaware) |
| Year | 2023 |
| Volume | 12 |
| Issue | 2 |
| Pages | 175-192 |
| Publication date | 2023-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Play (JOURNAL) |
| Journal identifiers | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2023.2209239 |
| OpenAlex | W4376866687 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
Early 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
Coaching · Curriculum · Developmental psychology · Early childhood · Medical education · Pedagogy · Professional development · Service provider · Workforce · Workforce development · Child Development and Digital Technology · Child Therapy and Development · Early Childhood Education and Development · Medicine · Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |