شبكة المعلومات العربية التربوية

This thesis explores the merit of play-based early childhood education (ECE) in crisis, the impact of professional development on teachers implementing play-based pedagogy, and the challenges encountered, particularly in the context of vulnerable Syrian refugee children in Lebanon. By utilizing qualitative methodologies, including classroom observations and in depth interviews with five early childhood educators and a field manager, this study delves into the challenges and transformations experienced by teachers in adopting play-based learning strategies. The research unveils the critical role of continuous and context-specific adult learning experiences in empowering teachers to implement play-based pedagogies effectively. When appropriately supported, it emphasizes how such educational approaches significantly enhance children's cognitive, and social-emotional development in crisis affected environments. Key findings indicate that, despite diverse educational backgrounds, teachers show considerable growth in their pedagogical skills through targeted professional development. This growth is vital for fostering a learning environment where vulnerable children can thrive, particularly in humanitarian settings. The thesis also addresses educators' challenges, including adapting to play-based methodologies, resource limitations, and balancing curricular requirements with the need for holistic child development. This study contributes to the discourse on early childhood education in crisis contexts, emphasizing the need for sustainable, well-structured professional development programs. It highlights the critical need for sustainable and well-structured professional development programs, underscoring the importance of investing in teacher capacity and curriculum reform to improve educational quality for all children, particularly those who are vulnerable. (Author’s abstract)