Engendering Playful Purpose in Preservice Early Childhood Educator Preparation: Why Community-Engaged Courses Matter

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Community at the Core: Uplifting Community-Engaged Teacher Preparation (Table 10)

Abstract

Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate preservice teachers’ perception of community-engaged coursework in the early childhood and elementary educator preparation program of a Hispanic Serving Institution and how such a course could support students’ professional development and capacity for planning playful lessons. We analyzed data collected by our Center for Community Engagement to understand impacts of field-based engagement on students’ experiences. Findings indicate that despite initially mixed perceptions, students developed professionally and felt positively about engaging children in various play types in the classroom. Practical implications for teacher educators and directions for future research are discussed.

Authors

• Robyn K. Pinilla, University of Texas - El Paso

• Cynthia Arraya Wiltshire, University of Texas - El Paso

• Heriberto Jose Garcia, University of Texas - El Paso