About this poster

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Panel information
Panel 3. Schooling and Education

Abstract

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Purpose: "Play" is not just a vital context for learning but also a significant developmental milestone for children (Ginsburg, 2007). Importantly, play acts as a pivotal environment, offering a platform for honing skills across diverse domains (Morrison et al., 2002). Early childhood settings should ensure that all children have abundant opportunities and essential support to engage in sustained play of increasing complexity (Gomez et al., 2021). Early Childhood Educators play significant roles in providing children with the enrichment and protective factors needed for advancing development (Milteer et al., 2012). When risk factors, such as child being born with an identified disability (Movahedazarhouligh, 2018) or living in poverty (Milteer et al., 2012), can impact development, it is vital for a teacher to identify a potential delay in play and put protective factors into place as needed (Mendelsohn et al. 2018). Using the 5-step framework, this study aimed to assess the feasibility of implementing this intervention system to enhance children's play skills.

Participants: The study focused on 10 early childhood teachers (100% Female) and their respective children. Each teacher completed DiscoveryScape training (DST) and observed one child in their classroom with the use of the Qualitative Characteristics of Children’s Play (QCCP) assessment tool.

Procedures: The study has five steps (see Figure 1), with a focus on Steps 2 through 4, showcasing the action plan development in Step 5. In Step 2, teachers conducted three 5-minute QCCP observations weekly for 16 weeks. The collected data was compiled into three reports. Step 3 involves creating play profiles from the QCCP data collected. In Step 4, teachers took a self-report survey.

Data Analyses: Descriptive statistics were used to establish profiles for each child. The proportion of time for each child's play skill was calculated, considering their month age. A change score was computed by subtracting the score at time T1 from the score at time T2. The change score was translated into a percentage for easier interpretation.

Measures and Results:

The first author developed the QCCP to assess and monitor the progress of children aged 0-5 or those experiencing delays in play skills. Before administering, individuals should receive training in discreetly observing and identifying play skills to ensure fidelity. Using the QCCP, we analyzed scores for 10 children from 10 teachers by aggregating monthly averages (see Table 1) and calculating score differences at T1 and T2.

The Teacher Survey consists of four key sections: Evaluation of play profiles, Impact and usage of play profiles, Communication and teaching enhancement, and Action plan for child development.

1) Teacher Feedback on Play Profile and Action Plan: Teachers were surveyed about their preferred play profiles, and the results showed that the majority (7 out of 10) favored profile type A.

2) Play Profile Impact and Usage: Ten teachers affirmed that the play profiles would support them in enhancing and tracking play development. Teacher A provided comprehensive feedback, citing the benefits for understanding and meeting a child's needs.

3) Communication and Teaching Enhancement: Teachers found play profiles helpful for communicating with parents about a child's play skill development. Positive responses highlighted the profiles' effectiveness in modifying the environment and preparing lessons to enhance a child's development.

4) Action Plan for Child's Development: A specific question assessed teachers' views on the Action Plan template. Except for one teacher finding it complex, the remaining nine expressed positive feedback, emphasizing its value in preparing activities, observing play behaviors, and planning effective strategies for child development.

Conclusion: This study found that the majority of teachers recognized the system’s value in enhancing play skills. Future research should incorporate a larger sample size to ensure the validity of the system.

Author information

Author	Role
Sarah Kuser, McNichol Early Childhood Education Lab at Drexel University	Presenting author
Ji Young Lee, Temple University, United States	Non-presenting author
Michael Haslip, Drexel University, United States	Non-presenting author

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