PLAYFUL PRACTICES AND PERSONAL REFLECTIONS: AN AUTOETHNOGRAPHIC STUDY OF EARLY CHILDHOOD EDUCATION

Abstract

This autoethnographic study examines one veteran teacher’s experiences to understand better how her playful personality and use of play in the classroom have continually shaped her identity and influenced the development of children's social-emotional learning, mental health and well-being, and relationships with students and families. Through a hybrid-process of open-ended coding and a priori coding of parent interviews, personal journals and reflections, and parent communications, six themes emerged that provide insight into the possible interconnections between playfulness, professional identity, and student development: teacher identity, playfulness, social-emotional learning, mental health and well-being, relationships, and joy. Together, these themes can offer insight into how playfulness, both as a mindset and a teaching practice, can create space for connection, healing, and joy in education. Implications derived from the findings point to using a playful approach to help children build emotional regulation, empathy, confidence, and resilience while also supporting the teacher’s own growth. While grounded in one teacher’s lived experience, this study offers reflections that could inform how educators, programs, and policies might value playfulness and joy as essential parts of developmentally appropriate learning practices. Keywords: teacher identity, playfulness, social-emotional learning, mental health and well-being, relationships, joy