The Relationship between of Positive Play belief, Play-based Professionalism and Implementation of Respecting Children's Rights of Childcare Teachers

Key Points

• This research examines the relationship between childcare teachers' positive play belief, play-based professionalism, and the implementation of children's rights.
• Correlational analysis to assess relationships among variables
• Regression analysis to evaluate the impact of positive play belief and play-based professionalism on children's rights implementation
• Data collected from 251 childcare teachers in D city using specific assessment tools
• A positive correlation exists between positive play belief, play-based professionalism, and children's rights implementation.
• Both positive play belief and play-based professionalism significantly influence the implementation of children's rights in the childcare setting.

Abstract