Student teachers' deep-seated beliefs of play: Experiences from Pasifika early childhood teacher education in Aotearoa New Zealand.

Abstract

In Aotearoa New Zealand early childhood education, play is predominantly featured in the programmes that are offered to young children (Hedges, 2003; Leaupepe, 2010). The value of play for children’s learning and development is recognized in both mainstream and Pasifika teacher education programmes. Yet a study (Leaupepe, 2009) found that many of the students who enter Pasifika early childhood teacher education programmes come from backgrounds where children’s play is not highly valued or recognized for its contribution to the holistic development of children’s cognitive and social abilities. Many, though not all, have experienced an irresolvable tension as they grapple between the deep-seated beliefs acquired as children in their home country and the ideas that are presented to them in their courses that challenge those beliefs. This article explores those tensions and considers the implications this has for Pacific Island student teachers in early childhood programmes in teacher education in Aotearoa New Zealand.