Abstract:
In early childhood education, play is at the heart of many educational programmes offered to young children and is regarded as an integral part of the curriculum. This paper examines a case study that explored the views of Pasifika student teachers notions of play. The purpose of the research was to establish fundamental influences that have contributed to these views. When undertaking any form of research with Pasifika people, it is important that the recognition of their values, beliefs and practices are integrated. Some, not all, western research paradigms appear to be confrontational to Pasifika people when addressing appropriate relational concepts that are often complex and multilayered. The research design used in the case study was based on two Pasifika research methodologies, talanoa with an extension of talanoamālie and the kakala model. Both favoured among Pasifika people and deemed important as well as being culturally appropriate and responsive. By incorporating a qualitative theoretical framework that seeks the opinions and experiences of the research participants, provided rich descriptions of biographical and reflective narratives. The results have identified that childhood play experiences, cultural influences and parental and/or adult attitudes towards play were critical factors that featured prominently with the views held by the research participants. Of particular interest to the research, was how such views have motivated the types of play opportunities that have been presented to the young children in their care. Implications posed for Pasifika early childhood student teachers and teachers, when attempting to align theories of play and play-related requirements in accordance with both the New Zealand Curriculum and the National Early Childhood Curriculum framework, Te Whāriki with teaching practices are discussed. Teachers need to be able to articulate and justify why they do the things they do with young children to parents, centre administrators, staff and those involved in the sector. In doing so, a greater emphasis is placed on the relevance for children to be given opportunities to be supported in their endeavours to play. The significance of this work contributes to the much-needed literature concerning not only student teachers views of play and its influences to practice, but also to Pasifika theorizing of play-related ideas. It is hoped that the discussions from this paper will generate a deeper awareness of Pasifika views of play and create a platform whereby robust debates concerning the place and role of play in the development of young children within the context of teaching and learning in early childhood education are encouraged and continued.