A Study of Perception Types Regarding Play Support Competency among Early Childhood Pre-service Teachers

Puntos clave

• The study aims to identify perception types regarding play support competency among pre-service early childhood teachers.
• Applied Q methodology to analyze perceptions
• Selected 40 Q statements based on literature and expert review
• Involved 48 fourth-year early childhood pre-service teachers
• Classified Q statements on a scale from -4 to +4
• Utilized principal component analysis with Varimax rotation to derive perception types.
• Identified four perception types: active engagement, respect for spontaneity, practical belief-driven, and environment expansion
• All types recognized the importance of guaranteeing children's right to play and providing ample play resources
• Findings suggest a multifaceted understanding of play support competency is necessary for early childhood educators.