Professional development programmes on playful learning for early childhood teachers: a systematic review.

This study conducted a systematic review of empirical research to examine the effectiveness of professional development (PD) programmes aimed at promoting playful learning pedagogies among early childhood teachers. Despite the growing adoption of policies advocating for playful learning, a considerable disparity persists between policy ideals, research findings, and actual instructional practices. This study identified a scarcity of rigorous research on this topic, with nine qualifying studies showcasing nine distinct PD programmes, each characterised by diverse training delivery methods, intensity levels, and playful learning conceptualisations. While these programmes reported enhancements in teachers’ playful learning pedagogies, predominantly through reflection and coaching strategies, the lack of rigorous research methodologies employed in the studies hinders definitive conclusions about optimal practices and significant impacts on teacher practices and student outcomes. It is recommended that playful learning PD programmes integrate research findings from the science of learning, embrace community and cultural values as an integral part, and incorporate both reflection and coaching strategies to bridge the gap between policy, research, and pedagogical implementation. [ABSTRACT FROM AUTHOR]