Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program

ABSTRACT

Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on their teaching practices in MBP situations. The findings show changes in the participant’s PD trajectories. These findings provide direction as to how teachers who wish to implement more MBP practices in the classroom to promote language development in children can be supported within the framework of such a program. For instance, the results match those of previous research as regards whether a program that uses evidence such as videos would be more effective in leading a participant to effect changes in their PD. The results also indicate that PD programs cannot be exclusively collective or individual, but benefit from combining the two approaches.

KEYWORDS:

• Professional development
• activity-oriented program
• kindergarten education
• teaching practices
• make-believe play

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Funding for this research study was provided by the Fonds de recherche du Québec – Société et culture (FRQSC).

Notes on contributors

Amélie Desmeules

Amélie Desmeules is an assistant professor at the Faculty of Education at Université Laval (Quebec, Canada) where she is also completing a doctorate degree. She is interested in pre-service and in-service training as well as induction in teaching, particularly in kindergarten and primary education. Her current work focuses on professional development programs and supports offered to new teachers beginning their careers.

Christine Hamel

Christine Hamel, PhD, is a full professor at the Faculty of Education at Université Laval (Quebec, Canada). Her research focuses on the analysis of the activity of the person in its professional practice. She aims to design professional development programs in initial and continuous training that mobilize active participation, proximal support, activity analysis and collaboration to lead to lasting changes in practice.

Anabelle Viau-Guay

Anabelle Viau-Guay, PhD, is a full professor at the Faculty of Education at Université Laval (Quebec, Canada). Her research program focuses on educational practices that contribute to workplace integration and professional development, as well as on learners’ activity, including learning and reflection. She is particularly interested in teacher education.

Caroline Bouchard

Caroline Bouchard, PhD, is a full professor at the Faculty of Education at Université Laval (Quebec, Canada). Her work focuses on child development and the quality of interactions in nature-based early childhood education. She is also interested in the professional development of adults working with young children in that context. She is the director of UMR Petite enfance, grandeur nature, a structuring research entity.