Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors

Longitudinal research suggests that optimal long-term outcomes are achieved when early childhood education and care (ECEC) balance free with guided play. A prerequisite for this achievement is that ECEC teachers value both equally. This study examines preschool teachers’ play beliefs profile and exp...

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Autores principales:	Xunyi Lin, Yutong Liao, Manli Xue, Yeshe Colliver
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	play beliefs Chinese teachers’ perspectives early childhood education and care (ECEC) intra-cultural variation latent profile analysis (LPA) Psychology BF1-990
Acceso en línea:	https://doaj.org/article/64db4112af5a4f4bb5ac019a1fb7d771
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spelling	oai:doaj.org-article:64db4112af5a4f4bb5ac019a1fb7d7712021-12-01T12:21:48ZMost Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors1664-107810.3389/fpsyg.2021.780367https://doaj.org/article/64db4112af5a4f4bb5ac019a1fb7d7712021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.780367/fullhttps://doaj.org/toc/1664-1078Longitudinal research suggests that optimal long-term outcomes are achieved when early childhood education and care (ECEC) balance free with guided play. A prerequisite for this achievement is that ECEC teachers value both equally. This study examines preschool teachers’ play beliefs profile and explores its association with teachers’ backgrounds (e.g., teaching experience, education level) in a sample of 674 Chinese teachers in Fujian, China. Participants completed an adapted form of the Parent Play Belief Scale, the Chinese Teacher Play Beliefs Scale (CTPBS), to report their beliefs regarding young children’s play and early academics. Latent profile analysis (LPA) revealed 91% of teachers exhibited high Academics over Guided Play (AGP) and low Free Play and Socio-Emotional Skills Support (FPSSS), whereas only 9% were high in both factors. Teachers with a decade or more teaching experience were more likely to belong to the high AGP and low FPSES profile. The findings indicate that the majority of Chinese ECEC teachers value guiding play to academic skills more than they do facilitating free play for socio-emotional skills. Professional development focused on balancing guided with free play may be necessary for the majority of Chinese ECEC teachers to catch up with the zeitgeist of contemporary international research and policy on intentional teaching in play.Xunyi LinYutong LiaoManli XueYeshe ColliverFrontiers Media S.A.articleplay beliefsChinese teachers’ perspectivesearly childhood education and care (ECEC)intra-cultural variationlatent profile analysis (LPA)PsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	play beliefs Chinese teachers’ perspectives early childhood education and care (ECEC) intra-cultural variation latent profile analysis (LPA) Psychology BF1-990
spellingShingle	play beliefs Chinese teachers’ perspectives early childhood education and care (ECEC) intra-cultural variation latent profile analysis (LPA) Psychology BF1-990 Xunyi Lin Yutong Liao Manli Xue Yeshe Colliver Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
description	Longitudinal research suggests that optimal long-term outcomes are achieved when early childhood education and care (ECEC) balance free with guided play. A prerequisite for this achievement is that ECEC teachers value both equally. This study examines preschool teachers’ play beliefs profile and explores its association with teachers’ backgrounds (e.g., teaching experience, education level) in a sample of 674 Chinese teachers in Fujian, China. Participants completed an adapted form of the Parent Play Belief Scale, the Chinese Teacher Play Beliefs Scale (CTPBS), to report their beliefs regarding young children’s play and early academics. Latent profile analysis (LPA) revealed 91% of teachers exhibited high Academics over Guided Play (AGP) and low Free Play and Socio-Emotional Skills Support (FPSSS), whereas only 9% were high in both factors. Teachers with a decade or more teaching experience were more likely to belong to the high AGP and low FPSES profile. The findings indicate that the majority of Chinese ECEC teachers value guiding play to academic skills more than they do facilitating free play for socio-emotional skills. Professional development focused on balancing guided with free play may be necessary for the majority of Chinese ECEC teachers to catch up with the zeitgeist of contemporary international research and policy on intentional teaching in play.
format	article
author	Xunyi Lin Yutong Liao Manli Xue Yeshe Colliver
author_facet	Xunyi Lin Yutong Liao Manli Xue Yeshe Colliver
author_sort	Xunyi Lin
title	Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
title_short	Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
title_full	Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
title_fullStr	Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
title_full_unstemmed	Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
title_sort	most chinese preschool teachers value guided play over free play: latent profiles and associated predictors
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/64db4112af5a4f4bb5ac019a1fb7d771
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Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors

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