Reflecting on free play: early childhood teachers’ noticing through video-stimulated recall interviews

This study explored early childhood teachers’ professional noticing during free play using video-stimulated recall interviews and a phenomenological approach to understand their reflections. Seven teachers recorded free play times and later reflected on their interactions and roles. Using a tagging tool, teachers paused videos at significant moments, enabling them to observe their practices from an external perspective and critically examine their actions. Data analysis revealed three main areas that teachers noticed: teacher roles and positioning, child interactions and autonomy, classroom management and physical organization. Findings revealed that video-stimulated recall interviews enhance pedagogical awareness, helping teachers move beyond mere description to interpret and reassess their practices. This research highlights the potential of video as a professional tool for improving the quality of free play and offers meaningful implications for teacher education and early childhood education.