TEACHER EDUCATORS’ PERSPECTIVES, BELIEFS, AND PRACTICES

This chapter examines the perspectives and beliefs that early childhood teacher educators hold about using play when educating preservice teachers (PSTs). This group of early childhood teacher educators has worked collaboratively to promote the use of play and playfulness in teacher education preparation programs. Each contributor outlines their beliefs, perspectives, and strategies used to intentionally use play with PSTs and graduate students. A playful framework including Environment and Curricular Aspects of Play is described and outlines definitions of aspects in each category that can be used to help plan intentional strategies for integrating play in higher education classrooms. Many playful strategies are shared including students spending time in nature spaces, observing and engaging in community-based play experiences like parks and zoos, using creative drama to actively engage learners, being immersed in science education and teaching lessons in schools, and involving students during in-class Play Days in a Play Lab. The chapter closes with analysis and reflection highlighting the colleagues’ strong commitment to continuing to promote and advocate for play-based instruction in teacher preparation programs.