Greek Early Childhood Educators' Engagement Practices and Facilitative Roles during Free Play

Autor/in	Grigoropoulos, Iraklis
Titel	Greek Early Childhood Educators' Engagement Practices and Facilitative Roles during Free Play
Quelle	In: Contemporary School Psychology, 27 (2023) 1, S.19-28 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00400-6
Schlagwörter	Preschool Teachers; Play; Foreign Countries; Preschool Education; Teacher Attitudes; Preferences; Teacher Role; Prediction; Educational Practices; Learner Engagement; Reflection; Greece + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Ausland; Lehrerverhalten; Lehrerrolle; Vorhersage; Bildungspraxis; Griechenland
Abstract	Educators have a critical role in enhancing children's play interests within the classroom by determining the actions and context of their play. This study examined personal and professional characteristics associated with educators' self-reported play engagement preferences using a sample of Greek early childhood educators. One hundred participants self-reported their engagement preferences during children's free playtime. The Teacher Roles in Free Play questionnaire was used to assess participants' engagement preferences. This study's results showed the roles of "director," "leader," and "uninvolved" as the highest-ranked roles during free play. Multiple regression analysis showed that specific personal and professional factors could significantly predict the leader and uninvolved play roles. This study's findings offer evidence to help early childhood educators reflect upon their engagement practices and enhance their facilitative roles during free play, strengthening the benefits of these interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01