A Qualitative Study of Kindergarten Teachers' Perceptions about the Influences of Professional Learning on Their Implementation of Guided Play

Autor/in	Schmidtke, Amy
Titel	A Qualitative Study of Kindergarten Teachers' Perceptions about the Influences of Professional Learning on Their Implementation of Guided Play
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 1, S.49-76 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidtke, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2022.2064013
Schlagwörter	Preschool Teachers; Kindergarten; Teacher Attitudes; Faculty Development; Play; Teaching Methods; Learner Engagement; Cognitive Processes; Psychological Patterns; Social Behavior; Teacher Student Relationship; Interprofessional Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Social behaviour; Soziales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Despite numerous research findings that support play's positive impact on children's learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today's kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers' capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers' capacity for implementing guided play practices. Implications and recommendations for future research are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01