Male Early Childhood Teachers' Experiences and Narratives on Supporting Children's Play

Objectives This study aimed to gain an in-depth understanding of the perceptions of “play-based education” and the actual experiences of play support among the minority group of male early childhood educators. Through this exploration, the study sought to identify the educational potential and challenges specific to male early childhood educators. Methods To achieve this, a narrative inquiry approach was employed. Data were collected from five male early childhood educators through semi-structured in-depth interviews, workplace environment surveys, and researcher journals. The interview data were analyzed through iterative processes of coding and categorization, with findings validated through participant review and peer consultation. Results The analysis revealed that male early childhood educators positively perceived their childhood physical play experiences, which influenced their approach to maintaining active physical activities and a high degree of permissiveness in children’s play. On the other hand, they recognized limitations in their ability to support artistic activities such as music and art, as well as in their empathetic capacities. To address these limitations, they consistently explored various methods of improvement. Additionally, they experienced both advantages and challenges related to their gender in communication with parents and collaboration with colleagues and administrators. Conclusions These findings highlight the unique strengths that male early childhood educators can bring to “play-based education,” as well as the areas where systematic support and collaboration are necessary. Based on these results, practical and policy recommendations are provided to enhance the professionalism and positive roles of male early childhood educators in the field.