Playfulness of early childhood teachers and their views in supporting playfulness

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dc.authoridSevimli-Celik, Serap/0000-0002-9072-9289
dc.authoridCanaslan Akyar, Begum/0000-0002-9032-6631
dc.contributor.authorCanaslan-Akyar, Begum
dc.contributor.authorSevimli-Celik, Serap
dc.date.accessioned2025-03-17T12:25:48Z
dc.date.available2025-03-17T12:25:48Z
dc.date.issued2022
dc.departmentTarsus Üniversitesi
dc.description.abstractThis study examined Turkish early childhood teachers' playfulness and their support of playfulness in classrooms. An explanatory mixed method design was utilised with a convenience sample of 485 teachers in the quantitative portion and 20 teachers in the qualitative portion. The quantitative data was collected through the Adult Playfulness Trait Scale (APTS), while the qualitative data was collected via interviews. No differences were indicated for teacher playfulness regarding age and/or years of teaching. Moreover, playfulness scores for teachers who did not attend courses on play and graduated from high school were higher than scores for teachers who attended play courses and graduated university. The teachers support of play and playfulness was indicated through the qualitative results. However, academic excellence and parental pressure persuaded teachers to have more goal-oriented and/or teacher-directed play time. Teachers' involvement in play seemed non-playful and inflexible. A need for becoming aware of playfulness in the classroom was revealed. Teachers should carefully approach play time and play interactions because these activities influence children's actions, creativity, thinking, and play behaviour.
dc.identifier.doi10.1080/03004279.2021.1921824
dc.identifier.endpage15
dc.identifier.issn0300-4279
dc.identifier.issn1475-7575
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85105153149
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1080/03004279.2021.1921824
dc.identifier.urihttps://hdl.handle.net/20.500.13099/1882
dc.identifier.volume50
dc.identifier.wosWOS:000646140100001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEducation 3-13
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250316
dc.subjectPlayfulness
dc.subjectearly childhood
dc.subjectin-service teachers
dc.subjectmixed method
dc.titlePlayfulness of early childhood teachers and their views in supporting playfulness
dc.typeArticle

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