Abstract:

The implementation of play-based curriculums in early childhood education settings has been declining due to the current emphasis on academic achievement and accountability (Ashiabi, 2005: Ferguson & Dettore, 2007; Fesseha & Pyle, 2016; Zosh et al, 2022) Although play is a fundamental right and crucial for the healthy development of young children, pre-service educators may not be adequately prepared to plan and supervise playful learning experiences (National Association for the Education of Young Children, 2022; Piaget, 1962; UNICEF, 2007; Vygotsky, 1976). Their viewpoints are important because they will serve a critical role in supporting the benefits of play for children in child care and school settings (Jin & Jung, 2014; Jung et al., 2017).

Students enrolled in university programs in Taiwan (N = 356) and community college programs in Texas (N = 260) were recruited with flyers distributed through campus learning platforms. Respondents accessed a secure online survey that included informed consent, demographic descriptors, open-ended questions eliciting general knowledge about play, and a 30-item Likert scale measuring beliefs.

Pre-service educators defined play as a source of learning and enjoyment. Subthemes within the definitions of play included interactions with others, creativity and imagination, exploration and experimentation; and freedom of choice. Although encouraged by their professors to use play as a method of teaching, students expressed concerns about safety and potential problems with children’s behavior, as well as resistance from administrators and parents.

Beliefs about Children’s Play Experiences (Dako-Gyeke, 2009) examined their roles as future educators in supporting children’s play. Responses to items indicated disagreement or agreement on a 1 to 5 scale; subscales confirmed by factor analysis reflected Play Support and Academic Focus. Scores for both samples were high in Play Support while scores endorsing Academic Focus were lower in comparison. Recommendations for teacher preparation programs identified the importance of connecting play theories with practical applications for play-based curriculums. Suggested approaches include modeling, mentoring, and supervision that embraces the value and joy of play as a developmentally appropriate and culturally relevant learning tool for children.

Keywords:

Play, play-based curriculums, early childhood education, pre-service educators.