Playing Teacher, Teacher Playing: Early Childhood Teacher Education, Informal Learning, the Arts, and Play

• In Event: 34.041 - Community-Based Field Experiences for Preservice Teachers

Abstract

Educators, educational researchers, educational organizations argue for young children’s need to play to learn; yet, current academic and public policy trends push for clearly-defined products that can be scored and evaluated with grades. If preservice teachers have limited access to observing, practicing, and assessing play, it seems inevitable that they would not see its value. This paper presentation shares the findings from a case study of an arts course using a children’s museum field experience for early childhood teacher education students. Findings show a desire to include play in future classrooms but a disconnect between valuing play and knowing how to actually play. This research promotes informal learning environments as places to observe, relearn how to, and practice assessing play.

Author

• Alison E Leonard, Clemson University