Publication: Developing a blended professional curriculum for empowering early childhood teachers in loose parts play design in Thailand
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Issued Date
2026-01-01
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ISSN
03004279
eISSN
14757575
Scopus ID
2-s2.0-105028896109
Journal Title
Education 3 13
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SCOPUS
Bibliographic Citation
Education 3 13 (2026)
Suggested Citation
Lungka P., Langka W., Issaramanorose N., Janthon U.A., Klaysubun J., Chiropasworrapong P. Developing a blended professional curriculum for empowering early childhood teachers in loose parts play design in Thailand. Education 3 13 (2026). doi:10.1080/03004279.2026.2620044 Retrieved from: https://hdl.handle.net/20.500.14740/55378
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Abstract
Despite the rising profile of play-based learning, many early childhood teachers find it challenging to incorporate Loose Parts Play–where children direct their own learning using open-ended resources. This educational design research study designed and tested a professional development programme in four Thai demonstration schools, using a sequential mixed-methods approach. The 102 teachers' needs assessment showed difficulties on theoretical grounds and a lack of support from institutional grounds. A hybrid learning course with six modules was developed and implemented with 38 teachers using a one-group pretest-posttest design. Results indicated that teachers’ design competencies increased significantly (t = 4.53, p<.001, d = 0.61). Participant satisfaction was high (M = 4.80). The mix of delivery models and reliance on locally available materials raises the possibility of potential relevance in low-resource settings. The lack of a control group limits causal inference, but this inquiry offers early evidence on the practicality of the curriculum and on transferable design principles.