Children’s Play—The Educator’s Opinion

• Main Authors: Ivana Visković, Esmeralda Sunko, Branimir Mendeš
• Format: Article
• Language: English
• Published: MDPI AG 2019-11-01
• Series: Education Sciences
• Subjects: children preschool age; educators; founders of kindergarten; professional work experience
• Online Access: https://www.mdpi.com/2227-7102/9/4/266

The educator&#8217;s personal role in understanding children&#8217;s play is a key factor in planning organization of educational process in kindergarten.<b><i> </i></b>An educator&#180;s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators&#8217; personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP<i> </i>(<i>&#945;</i><i> </i>= 0.78)<i> </i>was designed for this research<i>.</i> Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator&#8217;s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; <i>p</i> &#8804; 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = &#8722;0.29; <i>p</i> &#8804; 0.05) and with the assessment of daily play in nature (r = &#8722;0.21; <i>p</i> &#8804; 0.05). The research measured the correlation of assessments of daily play in nature and the educators&#8217; level of education (F = 3.47; <i>p</i> &#8804; 0.05). Findings suggest that early childhood and preschool educators need<i> </i>additional education on children&#8217;s play and the possibilities of augmentative technology.