Hurme T-R, Siklander S, Kangas M and Melasalmi A (2023) Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness. Front. Educ. 8:1102926. doi: 10.3389/feduc.2023.1102926
Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness
|Author:||Hurme, Tarja-Riitta1; Siklander, Signe2; Kangas, Marjaana3;|
1Department of Teacher Education, Faculty of Education, University of Turku, Turku, Finland
2Teachers, Teaching and Educational Communities (TTEC), Faculty of Education and Psychology, University of Oulu, Oulu, Finland
3Faculty of Education, University of Lapland, Rovaniemi, Finland
|Online Access:||PDF Full Text (PDF, 0.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe20230927137591
|Publish Date:|| 2023-09-27
Recognizing one’s own playfulness is important for early childhood education (ECE) teachers, who are responsible for organizing and implementing child-initiated pedagogy in ECE centers. Playfulness research has focused on children’s play and playfulness in workplaces, but playfulness as a part of ECE teachers’ pedagogical and adaptive expertise is rarely studied. Using multiple playfulness and innovativeness instruments, first- and third-year pre-service ECE teachers’ (n = 208) self-reported playfulness and inquisitiveness was examined. Correlation coefficients and Student t-tests were performed to examine the connections between playfulness, the facets of playfulness, and inquisitiveness, also between the first- and third-year pre-service ECE teachers. The results of the study show that playfulness, the facets of playfulness and inquisitiveness are connected. The results also show that although there were no statistically significant differences among the first- and third-year pre-service ECE teachers’ playfulness and inquisitiveness, they had different orientations towards playfulness. Additional research is needed to explore how in-service teachers and pre-service teachers can learn playfulness and inquisitiveness as a part of their pedagogical expertise. The results are implementable for designing, developing and evaluating ECE teacher education.
Frontiers in education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 2023 Hurme, Siklander, Kangas and Melasalmi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.