Education Sciences, Volume 14, Issue 12
December 2024 - 143 articles
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Cover Story: Play is an integral part of young children’s development, supporting academic, socioemotional, and executive function skills. Yet, there are obstacles in the U.S. context which limit children’s ability to play in classrooms, including but not limited to, scripted curriculum, policy mandates, and limitations of time. In response, this investigation examined Preservice teachers’ perceptions of, and methods of engagement in, play while enrolled in a community-engaged course on play and learning in an early childhood care and education (ECCE) course in a teacher preparation program. Findings indicate participating students experienced benefits in confidence, experience, a feeling of connection to their community, and better understanding of, and readiness to engage in, their teaching career. Policy and programmatic implications are discussed. View this paper