Early Childhood Teachers' Responses to a Play-Based Training on Integration of Guided Play in the Classroom

• In Event: Impact of Early Childhood Educators on Children

Abstract

The purpose of this study was to examine early childhood teachers' learning about guided play after participation in a play-based training on guided play. This study suggests that training or learning experiences that use a play-based format to prepare early childhood teachers to incorporate play – specifically guided play into their classroom successfully changed teachers' classroom practices around play. This study found that the teachers understanding of the value of guided play, their role in supporting guided play, and their implementation of guided play in their classrooms increased – even six weeks after the training. Findings indicate that early childhood teachers recreated classroom/training experiences within their classrooms after training and made intentional decisions about classroom materials and environments that support a play-based pedagogy.

Authors

• Amber L. Brown, University of Houston - Clear Lake

• Alishan Lalani