Enhancing early childhood teacher education: the role of a multidisciplinary play conference in shaping preservice teachers’ understanding

Play is a cornerstone of early childhood education, with play-based learning espoused as the most appropriate mode of instruction in the early years. However, other professions have different conceptualizations of play that can enhance and/or disrupt early childhood teachers’ ideas and inform their practice. While conference attendance is not typically a feature of initial teacher education, it is, however, an acknowledged source of professional learning for in-service teachers. Drawing on Kolb’s Experiential Learning Theory, this paper investigates 21 Australian early childhood preservice teachers’ (PSTs) experiences and perceptions of attending an international multidisciplinary play conference. Data comprised discussion board posts and written reflections. Results revealed that PST’s conceptualizations of play were expanded through exposure to different play professionals; PSTs valued being part of the wider international play community and were inspired by what they heard and saw. We argue that conference attendance is a complementary and important addition to initial teacher education preparation alongside coursework and professional experience placements.