PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?

References

• Aguiar, Cecília, Ana Rita Moiteiro, and Júlia S. Pimentel. 2010. “Classroom Quality and Social Acceptance of Preschoolers with Disabilities.” Infants and Young Children 23 (1): 34–41. doi:10.1097/IYC.0b013e3181c9766e.
   Web of Science ®Google Scholar
• Bardin, Laurence. 2011. Análise de Conteúdo. São Paulo: Edições. 70.
   Google Scholar
• Barros, Sílvia, Joana Cadima, Ana Isabel Pinto, Donna M Bryant, Manuela Pessanha, Carla Peixoto, and Vera Coelho. 2017. “The Quality of Caregiver–Child Interactions in Infant Classrooms in Portugal: the Role of Caregiver Education.” Research Papers in Education 33 (4): 427–451. doi:10.1080/02671522.2017.1353676.
   Web of Science ®Google Scholar
• Barros Araújo, Sara. 2015. “Professional Development within the Effective Early Learning Programme: a Contribution to a Participatory and Context-Sensitive Approach to ECEC Evaluation.” Early Years 35 (3): 249–259. doi:10.1080/09575146.2014.995599.
   Web of Science ®Google Scholar
• Bowman, Barbara, Suzane Donovan, and Martha Burns. 2000. Eager to learn: educating our preschoolers. https://doi.org/10.5860/choice.39-1702.
   Google Scholar
• Bronfenbrenner, Urie, and Pamela Morris. 2006. “The Bioecological Model of Human Development.” In Handbook of Child Psychology, edited by William Damon, and Richard Lerner, 793–828. Hoboken, NJ: Wiley.
   Google Scholar
• Burchinal, Margaret, Robert Pianta NathanVandergrift, and Andrew Mashburn. 2010. “Threshold Analysis of Association Between Childcare Quality and Child Outcomes for low-Income Children in pre-Kindergarten Programs.” Early Childhood Research Quality 25: 166–176. doi:10.1016/j.ecresq.2009.10.004.
   Web of Science ®Google Scholar
• Cadima, Joana, Cecília Aguiar, and M.Clara Barata. 2018. “Process Quality in Portuguese Preschool Classrooms Serving Children At-Risk of Poverty and Social Exclusion and Children with Disabilities.” Early Childhood Research Quarterly 45: 93–105. doi:10.1016/j.ecresq.2018.06.007.
   Web of Science ®Google Scholar
• Castro, Susana, Olympia Palikara, Carolina Gaona, and Vasiliki Eirinaki. 2020. “No Policy is an Island: How the ICF International Classification System may Support Local Education Planning in England.” Disability and Rehabilitation: An International, Multidisciplinary Journal 42 (11): 1623–1631. doi:10.1080/09638288.2018.1529828.
   PubMed Web of Science ®Google Scholar
• Coelho, Vera, Joana Cadima, and Ana Isabel Pinto. 2019. “Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting.” Early Education and Development 30 (6): 800–816. doi:10.1080/10409289.2019.1591046.
   Web of Science ®Google Scholar
• Cropley, Arthur. 2019. Qualitative Research Methods: A Practice-Oriented Introduction for Students of Psychology and Education. Riga, Latvia: Zinātne. doi:10.13140/RG.2.1.3095.6888.
   Google Scholar
• Division for Early Childhood. 2014. DEC Recommended Practices in Early Intervention/Early Childhood Special Education 2014. http://www.dec-sped.org/recommendedpractices.
   Google Scholar
• Driscoll, Katherine, and Robert Pianta. 2010. “Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher-Child Relationships.” Early Education and Development 21: 38–64. doi:10.1080/10409280802657449.
   Web of Science ®Google Scholar
• Early, Diane, Kelly Maxwell, Bentley Ponder, and Yi Pan. 2017. “Improving Teacher–Child Interactions: A Randomized Controlled Trial of Making the Most of Classroom Interactions and My Teaching Partner Professional Development Models.” Early Childhood Research Quarterly 38: 57–70. doi:10.1016/j.ecresq.2016.08.005.
   Web of Science ®Google Scholar
• Egert, Franziska, Verena Dederer, and Ruben Fukkink. 2020. “The Impact of in-Service Professional Development on the Quality of Teacher-Child Interactions in Early Education and Care: A Meta-Analysis.” Educational Research Review 29: 1–14. doi:10.1016/j.edurev.2019.100309.
   Web of Science ®Google Scholar
• Egert, Franziska, Ruben Fukkink, and Andrea Eckhardt. 2018. “Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis.” Review of Educational Research 88 (3): 401–433. doi:10.3102/0034654317751918.
   Web of Science ®Google Scholar
• Elo, Statu, and Helvi Kyngäs. 2008. “The Qualitative Content Analysis Process.” Journal of Advanced Nursing 62 (1): 107–115. doi:10.1111/j.1365-2648.2007.04569.x.
   PubMed Web of Science ®Google Scholar
• Grande, Catarina, and Ana Pinto. 2009. “Estilos Interativos de Educadoras do Ensino Especial em Contexto de Educação-de-Infância. [Special Education Teachers’ Interactive Styles in Early Education].” Psicologia: Teoria e Pesquisa 25 (4): 597–610. doi:10.1590/S0102-37722009000400010.
   Google Scholar
• Hall-Kenyon, Kendra, and Alessandro Rosborough. 2017. “Exploring Pedagogical Relationships in the Context of Free Play.” Early Years: An International Journal of Research and Development 37 (3): 326–337. doi:10.1080/09575146.2016.1183190.
   Web of Science ®Google Scholar
• Hamre, Bridget, Robert Pianta, Margaret Burchinal, Samuel Field, Jennifer LoCasale-Crouch, Jason Downer, Carollee Howes, Karen LaParo, and Catherine Scott-Little. 2012. “A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice.” American Educational Research Journal 49 (1): 88–123. doi:10.3102/0002831211434596.
   Web of Science ®Google Scholar
• Hamre, Bridget Hatfield, Robert Pianta, and Faiza Jamil. 2014. “Evidence for General and Domain-Specific Elements of Teacher-Child Interactions: Associations with Preschool Children’s Development.” Child Development 85 (3): 1257–1274. doi:10.1111/cdev.12184.
   PubMed Web of Science ®Google Scholar
• International Play Association. 2009. "International Play Association: Promoting the Child’s Right to Play." http://members.ipaworld.org/wp-content/uploads/2009/10/IPAbrochure-bw.pdf.
   Google Scholar
• Jantan, Hafsah, Abdul Hamdan, Fauziah Yahya, Halimatussadiah Saleh, and Mohd Ong. 2015. “Contributing Factors on Malaysia Preschool Teachers’ Belief, Attitude and Competence in Using Play Activities.” International Journal of Evaluation and Research in Education 4 (3): 146–154. https://files.eric.ed.gov/fulltext/EJ1091721.pdf.
   Google Scholar
• Koles, Bernadett, Erin O'Connor, and Kathleen Mccartney. 2009. “Teacher–Child Relationships in Preschools: The Influence of Child and Teacher Characteristics.” Journal of Early Childhood Teacher Education 30 (1): 3–21. doi:10.1080/10901020802667672.
   Google Scholar
• Lindo, Natalya, Peggy Ceballos, Kristin Meany-Walen, Yulia Pronchenko, Sarah Blalock, Kristie Opiola, Leah Miller, Maggie Parker, Chiao-Feng Chung, and Deborah Ojiambo. 2019. “Teacher–Child Relationship Building: Trainers’ Perceptions of a Play-Based Intervention.” Journal of Child and Adolescent Counseling 5 (2): 161–174. doi:10.1080/23727810.2019.1586416.
   Google Scholar
• LoCasale-Crouch, Jennifer, Marcia Kraft-Sayre, Robert Pianta, Bridget Hamre, Jason Downer, Allison Leach, Margaret Burchinal, Carollee Howes, Karen La Paro, and Catherine Scott-Little. 2011. “Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned.” NHSA Dialog 14 (4): 275–292. https://eric.ed.gov/?id = EJ951208.
   Google Scholar
• Markussen-Brown, Justin, Carsten B. Juhl, Shayne B. Piasta, Dorthe Bleses, Anders Højen, and Laura M. Justice. 2017. “The Effects of Language- and Literacy-Focused Professional Development on Early Educators and Children: A Best-Evidence Meta-Analysis.” Early Childhood Research Quarterly 38: 97–115. doi:10.1016/j.ecresq.2016.07.002.
   Web of Science ®Google Scholar
• Mashburn, Andrew, Robert Pianta, Bridget Hamre, Jason Downer, Oscar Barbarin, Donna Bryant, Margaret Burchinal, Diane Early, and Carollee Howes. 2008. “Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills.” Child Development 79 (3): 732–749. doi:10.1111/j.1467-8624.2008.01154.x.
   PubMed Web of Science ®Google Scholar
• Mitchell, Linda, and Pam Cubey. 2003. Characteristics of Professional Development Linked to Enhanced Pedagogy and Children’s Learning in Early Childhood Settings: Best Evidence Synthesis. Wellington: NZ Ministry of Education.
   Google Scholar
• National Association for the Education of Young Children. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
   Google Scholar
• Pelatti, Christina, Jaclyn Dynia, Jessica Logan, Laura Justice, and Joan Kaderavek. 2016. “Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms.” Child and Youth Care Forum 45 (6): 829–849. doi:10.1007/s10566-016-9359-9.
   Web of Science ®Google Scholar
• Pianta, Robert, Jamie DeCoster, Sonia Cabell, Margaret Burchinal, Bridget Hamre, Jason Downer, Jennifer LoCasale-Crouch, Amanda Williford, and Carollee Howes. 2014. “Dose-response Relations Between Preschool Teachers’ Exposure to Components of Professional Development and Increases in Quality of Their Interactions with Children.” Early Childhood Research Quarterly 29 (4): 499–508. doi:10.1016/j.ecresq.2014.06.001.
   Web of Science ®Google Scholar
• Pianta, Robert, Andrew Mashburn, Jason Downer, Bridget Hamre, and Laura Justice. 2008. “Effects of web-Mediated Professional Development Resources on Teacher–Child Interactions in pre-Kindergarten Classrooms.” Early Childhood Research Quarterly 23 (4): 431–451. doi:10.1016/j.ecresq.2008.02.001.
   PubMed Web of Science ®Google Scholar
• Pyle, Angela, Christopher DeLuca, Erica Danniels, and Hanna Wickstrom. 2020. “A Model for Assessment in Play-Based Kindergarten Education.” American Educational Research Journal 57 (6): 2251–2292. doi:10.3102/0002831220908800.
   Web of Science ®Google Scholar
• Sabol, Terri, and Robert Pianta. 2012. “Recent Trends in Research on Teacher–Child Relationships.” Attachment and Human Development 14 (3): 213–231. doi:10.1080/14616734.2012.672262.
   PubMed Web of Science ®Google Scholar
• Sharifah, Nor Puteh, and Aliza Ali. 2013. “Preschool Teachers’ Perceptions Towards the Use of Play-Based Approach in Language and Literacy Development for Preschool.” Malaysian Journal of Learning and Instruction 10 (January): 79–98.
   Google Scholar
• Sheridan, Susan, Carolyn Edwards, Christine Marvin, and Lisa Knoche. 2009. “Professional Development in Early Childhood Programs: Process Issues and Research.” Early Education and Development 20 (3): 377–401. doi:10.1080/10409280802582795.
   PubMed Web of Science ®Google Scholar
• Silva, Isabel, Liliana Marques, Lourdes Mata, and Manuela Rosa. 2016. Orientações Curriculares Para a Educação Pré-Escolar [Curriculum Guidelines for Preschool Education]. Lisbon: Ministry of Education.
   Google Scholar
• Spilt, Jantine, Jan Hughes, Jiun-Yu Wu, and Oi-Man Kwok. 2012. “Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success.” Child Development 83 (4): 1180–1195. doi:10.1111/j.1467-8624.2012.01761.
   PubMed Web of Science ®Google Scholar
• Stanton-Chapman, Tin, and Tiara Brown. 2015. “A Strategy to Increase the Social Interactions of 3-Year-old Children with Disabilities in an Inclusive Classroom.” Topics in Early Childhood Special Education 35 (1): 4–1. doi:10.1177/0271121414554210.
   Web of Science ®Google Scholar
• Vancraeyveldt, Carolina, Sara Araújo, Annerieke Boland, Manuela Ferreira, Soňa Grofčíková, Anna Klimentova, and Ineke Oenema. 2022. “Learning to Play-2-Gether: Building Positive Relationships with Children through Play.” In Teacher play pedagogy, edited by E. Loizou and J. Trawick-Smith. London: Routledge.
   Google Scholar
• Vancraeyveldt, Caroline, Karine Verschueren, Sanne Van Craeyevelt, Sofie Wouters, and Hilde Colpin. 2013. “Teacher-Reported Effects of the Playing-2-gether Intervention on Child Externalising Problem Behaviour.” Educational Psychology 35 (4): 466–483. doi:10.1080/01443410.2013.860218.
   Web of Science ®Google Scholar
• Walsh, Glenda, and John Gardner. 2006. “Teachers’ Readiness to Embrace Change in the Early Years of Schooling: A Northern Ireland Perspective.” European Early Childhood Education Research Journal 14 (2): 127–140.
   Google Scholar
• Werner, Claudia, Mariëlle Linting, Harriet Vermeer, and Marinus H. IJzendoorn. 2016. “Do Intervention Programs in Childcare Promote the Quality of Caregiver-Child Interactions? A Meta-Analysis of Randomized Controlled Trials.” Prevention Science 17: 259–273. doi:10.1007/s11121-015-0602-7.
   PubMed Web of Science ®Google Scholar
• Wiens, Peter, Kevin Hessberg, Jennifer LoCasale-Crouch, and Jamie DeCoster. 2013. “Using a Standardized Video-Based Assessment in a University Teacher Education Program to Examine Preservice Teachers Knowledge Related to Effective Teaching.” Teaching and Teacher Education: An International Journal of Research and Studies 33: 24–33. doi:10.1016/j.tate.2013.01.010.
   Web of Science ®Google Scholar