EARLY CHILDHOOD PRESERVICE TEACHERS’ PERCEPTIONS ON CHILDREN’S PLAY

Ilfa ZHULAMANOVA, Jill RAISOR

Abstract


The purpose of this participant selection model mixed methods study was to investigate early childhood education preservice teachers’ perceptions on children’s play. The study was conducted at one of the Midwestern universities’ early childhood undergraduate education program in the United States. Within the program, 241 students at different stages within the program (Cohort I, Cohort II, Cohort III, Cohort IV, and Cohort V) participated in the quantitative phase of the study. The survey results demonstrated that concept of play does not have a shared definition. Play is viewed as social and physical activity but less cognitive. It was also found that participants at earlier stages within the program are more inclusive toward play and the participants at the later stages perceive play in more rigid and strict ways. The seniors tend to be focused on a specific outcome rather than viewing play as process-oriented activity within the early childhood classroom.

Keywords: Pre-school education, mixed methods, pre-service teachers

REFERENCES

Ahn, S. Y. (2008). Exploring constructions of the meanings of play among Korean preservice kindergarten teachers. Retrieved from https://search-proquest com.proxy.library.kent.edu/docview/304183557?accountid=11835 (Order No. 3347872).

Altun, Z. D. (2018). Early childhood pre-service teachers’ perspectives on play and teachers’ role. International Education Studies, 11(8), 91-97.

Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade?. Aera Open2(1), https://doi.org/10.1177/2332858415616358

Bergen, D. (2009). Play as the learning medium for future scientists, mathematicians, and engineers. American Journal of Play, 1(4), 413-428.

Blom, M. & D’Amico, M. (2019). Play in higher education: Emergent understandings of play pedagogy for adult learners in early childhood teacher education programs. In Han M. & J.E. Johnson (Eds.), Play and curriculum (1st ed., pp. 129-161). Hamilton Books. Bodrova, E., & Leong, D. J. (2010). Curriculum and play in early child development. In Encyclopedia on Early Childhood Development.

Bubikova-Moan,J., Hjetland, H. N., & Wollscheid, S. (2019). ECE teachers’ views on play-based learning: A systematic review. European Early Childhood Education Research Journal, 27(6), 776-800. https://doi.org/10.1080/1350293X.2019.1678717

Cevher-Kalburan, N. (2015). Developing preservice teachers’ understanding of children’s risky play. Journal of Adventure Education and Outdoor Learning, 15(3), 239–260.

Charko, L., Fraser, C., Jones, D., & Umangay, U. K. (2016). Faculty, candidates, and children at play: Perceptions and dissonances. In T. Brabazon & T. Brabazon (Eds.), Play: A theory of learning and change (pp. 55–70). Cham, Switzerland: Springer.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practices in early childhood programs serving children from birth through age 8. (3rd ed.). Washington, DC: NAEYC.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: SAGE.

Creswell, J. W., & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. (2nd. ed.). Thousand Oaks, CA: SAGE Publications. Inc.

Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. English Language Teaching Journal, 57, 344-351. https://doi.org/10.1093/elt/57.4.344

Eberle, S. G. (2014). The elements of play: Toward a philosophy and a definition of play.                American Journal of Play, 6(2), 214- 233.

Fajet, W., Bello, M., Leftwich, S. A., Mesler, J. L., & Shaver, A. N. (2005). Preservice teachers’ perceptions in beginning education classes. Teaching and Teacher Education, 21, 717-727. https://doi.org/10.1016/j.tate.2005.05.002

Hinkin, T. R., Tracey, J. B., & Enz, C. A. (1997). Scale construction: Developing reliable and valid measurement instruments [Electronic version]. Retrieved from Cornell University, School of Hotel Administration site: http://scholarship.sha.cornell.edu/ articles/613

Hirsh-Pasek, K. Golinkoff, R. M., Berk, L. E., & Singer. D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.

Howard, J., & King, P. (2015). Re-establishing early years practitioners as play professionals. In J. Moyles (Ed.), The excellence of play (4th ed., pp. 125–137). Maidenhead, UK: Open University Press.

Jung, E., & Jin, B. (2015). College coursework on children’s play and future early childhood educators’ intended practices: The mediating influence of perceptions of play. Early Childhood Education Journal, 43(4), 299–306.

Jung, E., & Jin, B. (2014). Future professionals’ perceptions of play in early childhood classrooms. Journal of Research in Childhood Education28(3), 358-376.

Jung, E., Zhang, Y., & Zhang, Y. (2017). Future professionals’ perceptions of play and intended practices: The moderating role of efficacy beliefs. Early Child Development and Care187(8), 1335-1348.

Klugman, E. (1996). The value of play as perceived by Wheelock college freshmen. Playing for Keeps: Supporting Children’s Play, 2, 13-32.

Krasnor, L. R., & Pepler, D. J. (1980). The study of children’s play: some suggested future directions. In K. H. Rubin (ed.). New Directions for Child Development: Children’s Play, San Francisco: Jossey Bass.

Kulstad, M. (1982). Some difficulties in Leibniz’s definition of perception. In Hooker, M. (Ed.), Leibniz: Critical and Interpretive Essays (pp. 65-79). Minneapolis, MN: University of Minnesota Press.

Leaupepe, M. (2009). Changing student teachers’ beliefs: Experiences from Pacifica early childhood teacher education in New Zealand. Journal of the Pacific Circle Consortium for Education, 21(2), 55–63.

Lynch, M. (2015). More play please: The perspective of kindergarten teachers on play in the classroom. American Jornal of Play, 7(3), 347-369.

Lewis, M. E. (2014). Early childhood education pre-service teachers’ concepts of play. Unpublished Master’s thesis, Oklahoma State University, Stillwater, Oklahoma.

Lortie, D. C. (1975). Schoolteacher. Chicago, IL: University of Chicago Press.

McLane, J. B. (2003). ‘‘Does not.’’ ‘‘Does too.’’ Thinking about play in the early childhood classroom. Erikson Institute Occasional Paper, 4. Retrieved February 25: 2017 from http:// fwww.erikson.edu/files/nonimages/mclaneoccasional paper.pdf

Miller, E., & Almon, J. (2009). Crisis in the Kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.

Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on preservice teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278-289.

Nicholson, J., & Shimpi, P. M. (2015). Guiding future early childhood educators to reclaim their own play as a foundation for becoming effective advocates for children’s play. Early Child Development and Care, 185(10), 1601–1616.

Nicholson, J., Shimpi, P. M., & Rabin, C. (2014). ‘If I am not doing my own playing then I am not able to truly share the gift of play with children’: Using poststructuralism and care ethics to examine future early childhood educators’ relationships with play in adulthood. Early Child Development and Care, 184(8), 1192–1210.

Nicolopoulou, A. (2011). The alarming disappearance of play from early childhood education. Human Development, 53(1), 1-4.

Niikko, A. & Ugaste, A. (2019) Estonian and Finnish preschool teachers’ conceptions of learning, European Early Childhood Education Research Journal, 27(1), 40-52 https://doi.org/10.1080/1350293X.2018.1556533

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.

Pistorova, S., & Ruslan, S. (2017). There is still nothing better than quality play experiences for young children’s learning and development: Building the foundation for inquiry in our educational practices. Early Child Development and Care, 188(5), 495-507. https://doi.org/10.1080/03004430.2017.1403432

Prager, E. O., Sera, M. D., & Carlson, S. M. (2016). Executive function and magnitude skills in preschool children. Journal of Experimental Child Psychology, 147, 126–139.

Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104, 1-15.

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). A tale of two schools: The promise of playful learning. In B. Falk (Ed.), Defending childhood: Keeping the promise of early education (pp, 24-47). New York: Teachers College Press.

Richardson, V. (2003). Preservice teachers’ beliefs. In J. R. McAninch (Ed.), Teachers beliefs and classroom performance: The impact of teacher education (pp. 1-22). Greenwich, CT: Information Age.

Ridgway, A., & Quinones, G. (2013). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46-56.

Sanger, M. N., & Osguthorpe, R. D. (2011). Teacher education, preservice teacher beliefs, and the moral work of teaching. Teaching and Teacher Education, 27, 569-578. https://doi.org/10.1016/j.tate.2010.10.011

Sherwood, S. A., & Reifel, S. (2010). The multiple meanings of play: Exploring preservice teachers’ beliefs about a central element of early childhood education. Journal of Early Childhood Teacher Education, 31, 322-343.

Sisson, J. H., & Kroeger, J. (2017). ‘They get enough of play at home’: a Bakhtinian interpretation of the dialogic space of public school preschool. Early Child Development and Care, 187:5-6, 812-826, https://doi.org/10.1080/03004430.2016.1252533

Thibodeau, R. B., Gilpin, A.T., Brown, M. M., & Meyer, B. A. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120-138.

Van der Aalsvoort, G., Prakke, B., Howard, J., König, A., & Parkkinen, T. (2015). Trainee teachers’ perspectives on play characteristics and their role in children’s play: An international comparative study amongst trainees in the Netherlands, Wales, Germany and Finland. European Early Childhood Education Research Journal, 23(2), 277-292.

Wood, E. A. (2014). Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education, 22(1), 4–18.

Wood, E. A., & Attfield. J. (2005). Play, learning and the early childhood curriculum (2nd ed.). London, GB: Paul Chapman.



Full Text: Full Text PDF

Refbacks

  • There are currently no refbacks.


ISSN: 1300-915X

Creative Commons Licenses

License

All articles published in International Online Journal of Primary Education's content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).

Free counters!

(Counter start: 28.02.2021)