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Playing is crucial for children's growth and learning, and it is essential to understand and improve the role of educators in facilitating learning through play. This study aimed to investigate the beliefs of early childhood educators in Colombia's aeioTU program about play, which is based on the Reggio Emilia philosophy and focuses on art, projects, exploration, and play. The study revealed that educators perceive play as a fun, social, and interactive activity that allows children to participate actively and exercise agency. They also emphasized the spontaneous and voluntary nature of play, which is closely linked to the exploration processes in the aeioTU educational model. Most educators reported that they set the materials and space for play, guided children when they needed help, or directed activities such as games. The findings suggests that educators see their role at the two extremes of the play facilitator spectrum. Although the aeioTU curriculum recognizes play as a free and unstructured activity in which children have complete freedom to make decisions, the teachers' report suggests a preference for more structured and directed approaches that limit children's agency. The findings provide valuable insights into the educators' practices and can guide decision-making and teacher training efforts in this area. In addition, the findings provide an opportunity to how play is situated in policy. [For the full report, "Paths to Play Competency (P2P): Teachers' Experiences and Their Professional Development. Final Report," see ED628944. For "Measuring Teacher Facilitation of Playful Learning. Research Note," see ED628956.]

The quality of early childhood programs plays a crucial role in improving outcomes for children. Play-based practices are considered a vital component in early childhood development as they offer opportunities for children to learn and grow. Despite this, the field is still trying to understand the role of teachers in facilitating play and their beliefs and practices related to play, as well as how to best support these practices. The study was grounded in methodology developed within the Paths 2 Play (P2P) project, using definitions from the LEGO Foundation's white paper on play facilitation as a starting point. The study specifically looked at the training processes within aeioTU, a Reggio Emilia inspired early childhood program in Colombia, exploring how learning through play is understood, conceptualized, and practiced, and the degree to which materials support it. The aeioTU program is centered on child-led play, exploration, projects, and aesthetic expression. The study was conducted against the backdrop of the COVID-19 pandemic and commenced during the period when children were learning from home. Later, as learning shifted to hybrid and in-person formats, the study shifted to centers. The research focused on gaining insight into the concepts and interpretations of learning through play among train the trainer teams, teachers, and caregivers. Data was collected between June and December 2021 from 55 teachers across 7 municipalities. A small study was also conducted, consisting of video observations and interviews with teachers and parents. The small study took place at two aeioTU centers in Cartagena, Colombia, where 6 teachers were followed through their professional development process. Due to COVID-19 restrictions, all data collection was carried out remotely. [For "Measuring Teacher Facilitation of Playful Learning. Research Note," see ED628956. For "Play Related Beliefs and Practices in Colombia: Implications for Policy & Practice. Policy Brief," see ED628957.]

Reviews studies that defined and measured the effects of quality in early child care and education, and analyzes successful programs to determine common traits. Common characteristics include small class sizes; teacher support for greater teaching effectiveness; long-lasting intervention; ongoing, child-focused communication between home and school; and similar classroom activities and curriculum to traditional schooling. (GR)