Abstract:
This research study explored Cambodian early childhood teachers' perceptions, knowledge and experiences of play and is concerned with the ways in which they have impacted on their teaching practices. In addition, it has investigated how teachers supported children's play and the strategies employed that positioned them to become advocates for and of play. The need for teachers to articulate their understandings of play, is to some extent, influenced by their personal childhood play experiences and the ideas about play that have been presented to them in their initial teacher education programmes. Given that Cambodia's national and educational policies for Early Childhood Education (ECE) (Ministry of Education, Youth and Sport, 2014) advocate access to quality education and care, and that all "children have access to all type of ECE services" (p. 13) is high on the agenda of the government's aspirations. Play in this study is viewed as one avenue by which such policies can be fulfilled. This calls for teachers to respond and this study is concerned with how this is understood and enacted. Drawing on a qualitative approach, the research set out to explore in-depth descriptions of the thoughts, emotions, experiences, behaviours and attitudes of the research participants (Punch & Oancea, 2014). The philosophical approach employed in qualitative research is underpinned by an interpretivist framework. This takes into account the meaning systems that people generate as they socially interact and seeks to understand identifiable patterns that emerge (Neuman, 2014). This qualitative study involved semi-structured, individual interviews (II) and focus group discussions (FGD) with six Cambodian early childhood teachers, or 'preschool teachers', as they are called in the capital city of Phnom Penh. Three teachers from a public ECE service and three from a private ECE service are identified. Thematic analysis is provided and includes a summary of responses from preschool teachers within the two contexts. Incorporated in the theoretical framework is the work of Lev Vygotsky and his sociocultural theory to illuminate the findings. The findings reveal that for the teachers in this study, their own childhood play experiences have, in part, influenced their perceptions and understandings of play. Teacher qualifications and training added to their views concerning the benefits of play. The complexities of play are confounded by the need for teachers to fulfil academic requirements and societal influences that relate to Vygotsky. It also addresses parental attitudes that consider play as being a waste of time. Further to this is the stance that parents take regarding the necessity for children to learn pre-numeracy and pre-literacy knowledge, and other skills in order to prepare their children for learning in the schooling and/or compulsory sector. Thus resulting in limited opportunities for children to play. As a first of its kind in Cambodia, this study contributes to the limited research and scholarship that is missing from the literature. This has the potential to transform the ways in which children learn. Such research can inform future practical teaching praxis and policy decision-making towards play in ECE within Cambodia. This also has the potential to examine initial teacher education and considers what type of knowledge is valued with regards to play. As a fast growing and developing country, Cambodian teachers can thrive to develop and bring the best education to a new generation with an optimistic future. It appears that the agency of ECE teachers, and their willingness to be involved in the sector, can essentially contribute to national prosperity and economic growth in terms of the investment made towards children. This study hopes to generate further professional conversations around play and its benefits to children, families and the wider society.