Paths to Play Competency (P2P): Teachers' Experiences and Their Professional Development. Final Report

Autor/inn/en	Nores, Milagros; Maldonado, Carolina; Sanchez, Juliana; Escallon, Eduardo; Frede, Ellen; Guerrero, Karol
Institution	National Institute for Early Education Research (NIEER); Universidad de los Andes (Colombia), Facultad de Educacion
Titel	Paths to Play Competency (P2P): Teachers' Experiences and Their Professional Development. Final Report
Quelle	(2023), (61 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Play; Faculty Development; Preschool Education; Reggio Emilia Approach; Preschool Teachers; Foreign Countries; Educational Philosophy; COVID-19; Pandemics; Teacher Role; Teacher Attitudes; Educational Practices; Child Development; Teaching Methods; Family Environment; Blended Learning; Preschool Children; Learning Processes; Municipalities; Parent Child Relationship; Parent Attitudes; Colombia + Suchen Sie Ihr Suchwort? Spiel; Pre-school education; Vorschulerziehung; Reggio-Pädagogik; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Lehrerrolle; Lehrerverhalten; Bildungspraxis; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Familienmilieu; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Learning process; Lernprozess; Magistrat; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Kolumbien
Abstract	The quality of early childhood programs plays a crucial role in improving outcomes for children. Play-based practices are considered a vital component in early childhood development as they offer opportunities for children to learn and grow. Despite this, the field is still trying to understand the role of teachers in facilitating play and their beliefs and practices related to play, as well as how to best support these practices. The study was grounded in methodology developed within the Paths 2 Play (P2P) project, using definitions from the LEGO Foundation's white paper on play facilitation as a starting point. The study specifically looked at the training processes within aeioTU, a Reggio Emilia inspired early childhood program in Colombia, exploring how learning through play is understood, conceptualized, and practiced, and the degree to which materials support it. The aeioTU program is centered on child-led play, exploration, projects, and aesthetic expression. The study was conducted against the backdrop of the COVID-19 pandemic and commenced during the period when children were learning from home. Later, as learning shifted to hybrid and in-person formats, the study shifted to centers. The research focused on gaining insight into the concepts and interpretations of learning through play among train the trainer teams, teachers, and caregivers. Data was collected between June and December 2021 from 55 teachers across 7 municipalities. A small study was also conducted, consisting of video observations and interviews with teachers and parents. The small study took place at two aeioTU centers in Cartagena, Colombia, where 6 teachers were followed through their professional development process. Due to COVID-19 restrictions, all data collection was carried out remotely. [For "Measuring Teacher Facilitation of Playful Learning. Research Note," see ED628956. For "Play Related Beliefs and Practices in Colombia: Implications for Policy & Practice. Policy Brief," see ED628957.] (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01