Abstract:
The value of play for children’s learning is recognised in Pasifika early childhood teacher education programmes. Yet a study found that not all students entering these programmes have a background where play is highly valued or recognised for its contribution to the development of children’s intellectual and social abilities. The article explores the implications of the tension that arises when students bring to their studies deep-seated beliefs that are challenged by the ideas presented in their courses. It considers the wider issues for the Pasifika programmes in teacher education themselves.
