Playwork Practices' Impact on Pre-service Preschool Teachers' Understanding of Play and Insights into Pedagogy of Play

Abstract

This study investigates how playwork practices enhance the professional development of pre-service preschool teachers (PSTs) and explored the power of playwork practices on pre-service teachers' perceptions of play. Titled "Play for the Planet," the project involved 32 PSTs from early childhood education courses at a university, impacting around 650 preschool children and 300 families across two phases beginning in 2021. As part of their training, the PSTs managed loose playgrounds in a local open traditional park space and evaluated the impact of playwork practices on their growth and understanding of play. The findings reveal that playwork with loose parts not only deepens PSTs' comprehension of children's play but also significantly advances their professional development, fostering a richer appreciation of the pedagogy of play and equipping future educators with the skills to effectively support holistic child development.