This phenomenological study aimed to develop a framework integrating play into preschool curriculum based on educators' lived experiences using play-based methods. Fifteen educators from 12 centers were interviewed using theoretical sampling. Data analysis revealed nine pathways linking play types, educator roles, and learning objectives. Results…

Coaching is an accepted on-the-job training and development approach for professionals in many career fields, including education, yet there is limited research on its efficacy in promoting sustained behavioral change and positive organizational outcomes. This basic qualitative study explored the perceptions of prekindergarten (PK) through…

This study sought to evaluate the self-learning curricula of a kindergarten in Saudi Arabia by applying the context, input, process, product (CIPP) model. To this end, the study utilized a mixed-method design, where teachers (N = 420) had been randomly selected and surveyed, and school inspectors (N = 15) had been interviewed. Furthermore, a…

This article reports on three salient socio-cultural and systemic factors that are influential in play in Abu Dhabi Education Council's (ADEC's) kindergarten (KG) framework from the teacher perspective. Anecdotal evidence suggests that during ADEC's progressive educational reform, emphasis has reverted to academic performance outcomes rather than…

Early childhood teachers are rightly concerned with implementing a system that was, at least in the initial stages, designed with a different set of teachers in mind--teachers of older students who have standardized achievement data. In most states, policy, practices, and guidance for early childhood teachers are just now being developed or…