Research on the role of play coursework in
future professionals’ integration of play in education is
essential in the colleges where future professionals are
trained. However, the literature on this topic is very thin. It
remains unclear whether college coursework on children’s
play is related to students’ intentions to integrate play in
early childhood education settings and, further, what the
mechanism is in the relationships. To better understand the
role of play coursework and the way future professionals
are educated while in college, we examined whether links
existed between future professionals’ play coursework,
perceptions of play, and intention to integrate play in their
future classrooms. The results revealed a complete mediating
role of students’ perceptions of play in association
between play-related coursework and intention to integrate
play. It confirms play coursework in college has a significant
role in these future professionals’ intentions to use
play; at the same time, the association needs to be understood
when coupled with their perceptions of play. Based
on these findings, this paper discusses recommendations
when designing college curriculum and play-related
coursework to support future professionals in constructing
positive perceptions about play and enhancing intentions of
play integration. Practical implications for teacher education
and child and family studies educators, and future
research implications are also discussed.

j21

372.21 072 EUN c

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Tersedia

• College Coursework on Children’s Play and Future Early Childhood Educators’ Intended Practices: The Mediating Influence of Perceptions of Play

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