Journal of Language and Culture in Education

ISSN: 2945-2864
Issue 1, Volume 1, Pages 033-047, July 2024
DOI: 10.5281/zenodo.12807168
https://lce.disigma.gr/index.php/lce

Available online at https://lce.disigma.gr/index.php/lce

Nine Years in Life: The Effects of the Play

and Learn through the Arts (PLA) Programme
on Practitioners’ Professional Development

Evgenia Theodotou
Senior Lecturer in Early Childhood Studies, University of East London, School of Education and Communities,
University of East London, Stratford Campus, Water Lane, London E15 4LZ, Tel: +44 (0)20 8223 4787,
[email protected]

Abstract
PLA has been introduced as an innovative pedagogy in literacy since 2015 with the first publication about its effects
on children’s involvement. Since then, many more publications have derived from various research studies in the field
of early years education. With a few exceptions, PLA has been tested with a specific focus on children’s performance,
leaving aside practitioners’ perspectives. This piece of research seeks to address this gap and explore the effects
of the Play and Learn through the Arts (PLA) programme on practitioners’ professional development. Early years
practitioners who had implemented and participated in the previous research studies with the PLA were contacted
to participate in this research project. A total of 17 practitioners from Greece and London agreed to participate. Data
was collected through semi-structured interviews over a period of 3 months. Findings showed significant gains in
their professional behaviour and teaching skills, more specifically in their confidence and understanding of their
role, implementing child-led projects, reflective practice, quality of teaching, and increasing children’s participation
and imagination. The sustainability of the PLA was confirmed as practitioners took several initiatives to continue
the project on their own.

Keywords: Play and Learn through the Arts; PLA; Early Childhood Education; Professional Development; Preschool;
Sustainability in Education

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work is attributed as specified on the Journal open access page.
34 Journal of Language and Culture in Education - Issue 01 | Volume 01

Introduction
Following a child-led curriculum is the suggested practice according to the constructivist approach.
However, its roots trace back further to Jean-Jacques Rousseau and his arguments about nature and an
education free from intervention. Embedding these principles in the curriculum, as Cox (2014) highlights,
presents challenges, especially given the structured format of the national curriculum. Practically, this
approach faces numerous challenges as societal demands often prioritize results and the achievements
of specific milestones. Soler and Miller (2010) support this argument by highlighting the growing
pressure from external factors on the implementation of the early childhood curriculum, which adopts a
child-friendly approach.
This pressure means that early years practitioners might need extra support in listening to young
children and embedding their ideas in the curriculum, as there is the risk of straying from this due to the
daily routines and demands of the sector. Wood and Attfield (2006) have highlighted concerns about
the challenges between theory, policymakers and everyday practice in early childhood education. They
contend that free play significantly enables children to express themselves, yet numerous issues arise
in fully understanding its essence when embedding it in the early years pedagogy. Providing extra
support to practitioners to adopt a play-based and child-led curriculum can foster developmentally
appropriate practices for children’s learning and enhance practitioner’s confidence and knowledge
(Walsh et al., 2010).
The Play and Learn through the Arts (PLA) programme is a successful teaching approach in
implementing a child-led curriculum in the early years settings. Recent research showed that it provided
a very good opportunity for young children to express themselves and take ownership of their learning
interactions (Theodotou, 2020). Further research on implementing the PLA enabled practitioners to
listen to children through weekly meetings where they could discuss their progress, challenges and ideas
(Theodotou, 2019b;d). Anecdotal evidence from these meetings suggested it was a valuable opportunity
for their professional development and confidence. However, to date, there is no published research to
support this argument. This paper aims to fill this gap by investigating the effects of the Play and Learn
through the Arts (PLA) programme on practitioners’ professional development.
Background and Research Regarding the PLA
The Play and Learn through the Arts (PLA) programme was initially introduced as a teaching approach
in the early years settings for children’s literacy development (Theodotou, 2017;2015). It is founded
on the philosophy of interdisciplinarity, which, according to Alvargonzalez (2011), aims to harmonise
links between disciplines into a coherent whole. Consequently, PLA employs various art forms to foster
children’s literacy development. The distinctive feature of the PLA compared to other art interventions
is that it integrates rather than differentiates the disciplines, providing a unified space within the same
activity (Theodotou, 2017).
PLA was developed after extensive research into previous art interventions focusing on literacy
development. Efforts were made to identify the gaps in the field and introduce something innovative
for the benefit of the children. It was discovered that previous research and art projects often focus on a
single art form, typically music. Furthermore, the pedagogy of these projects placed distinctive emphasis
on pre-designed activities and teacher-led interactions. In response to these findings, PLA offered
a framework for interactions in which children play the leading role, with the practitioner acting as
facilitator. Moreover, PLA didn’t concentrate on any specific art form, allowing children and practitioners
the freedom to utilize any art form or a combination of them. With these in mind, and after several informal
consultation meetings with academics and early childhood practitioners, PLA structured into five steps,
which could be implemented weekly based on the children’s needs (see Table 1). The recommended
duration of implementation was 20-30 minutes per session three times per week, but this was adaptable
to suit each setting’s needs.
 Nine Years in Life: The Effects of the Play and Learn through the Arts (PLA) ... 35

Table 1 Steps in Play and Learn through the Arts program

Theodotou 2017

Steps in the PLA

Step Description
1. Let’s start The students with the practitioner select the topic they want to investigate. This might come from
children’s interests during their play, practitioners’ observations, an unexpected event or a daily
announcement that triggered the attention of the team.
2. The arts The students and the practitioner investigate the topic through the selected kind of the arts. For
example, discuss relevant paintings, discuss and play puppetry or drama. The practitioner acts as a
facilitator of the process and encourages children to express their ideas and discuss.
3. Decide/Emerge literacy Considering the selected kind of the arts, the students with the practitioner decide the activities
they want to do regarding this topic. Children have a leading role and they collaborate to develop
their thinking. The practitioner facilitates students’ discussion and encourages them to include and
recognise the literacy aspects of their activities. The practitioner is an active listener to their needs
and makes sure that all children’s voices are being heard.
4. Prepare/Implement They allocate roles in order to prepare the necessary materials for the activities and then they
implement the decided activities.
*This usually is the longest one.
5. Reflect & move on Children with the practitioner reflect on the activities and discuss the general process. Some
indicative questions could be:
• How much did I like them?
• How much did I help my friends or did they help me?
• What did I learn?
• What did I like most?
• What could I do better?
• What else could we do?

The practitioner reflects on the teaching and learning procedure. Some indicative questions could be:
• How much did I intervene in their learning?
• How much did I support them to use their emergent literacy skills?
• Were the activities appropriate for their age and abilities?
• What could I do better?
• What else could I do?

Following this reflection, the team decides if there are more things they want to do with this topic or
if they want to move on to another topic.

A series of pilot studies was conducted to assess the contribution and effectiveness of the PLA on
children’s performance in the early years settings. Initially, PLA’s impact on literacy skills (Theodotou,
2019b) and literacy as a social practice (Theodotou, 2017) was explored. Both research projects took place
for a full school year, offering very promising results that demonstrated significant benefits to children’s
performance and eagerness to participate in literacy activities. To further assess PLA’s effectiveness
from a holistic perspective, two additional pilot studies were carried out, focusing on children’s social
development (Theodotou, 2019c) and involvement (Theodotou, 2015). Once again, the findings were
very positive, indicating an increase in children’s personal and social skills during daily interactions and
their levels of involvement during literacy activities.
36 Journal of Language and Culture in Education - Issue 01 | Volume 01

The aforementioned research initiated a new cycle of research projects with bigger samples and
both experimental and control groups. This series aimed to identify any advantages of the PLA over
conventional teaching methods and to investigate whether outcomes varied across different art forms.
These projects explored three different art forms (paintings, drama and puppetry) over a control group
to assess PLA’s impact on children’s literacy as a social practice (Theodotou, 2020), social and personal
skills (Theodotou, 2019a) and levels of involvement (Theodotou, 2019d). Findings revealed significant
improvements in children’s performance across all three areas compared to the control group, with no
significant difference among the art forms. Consequently, it was concluded that arts in general, rather
than any specific art form, significantly enhances children’s learning and development.
Given that the previous projects focused on 5-6-year-old children, subsequent research explored
PLA’s efficacy with 3-4-year-old nursery children to determine if it was equally effective. Building on
earlier findings, this phase employed a variety of art forms in each setting emphasizing literacy as a social
practice (Theodotou, 2024). The evidence indicated significant improvements in children’s confidence
and engagement in literacy activities as well as in their performance in literacy practices.
However, with very few exceptions, the above pieces of research did not include the perspectives
of practitioners on the entire process, omitting crucial data about the potential effects of the PLA on
their professional development. Taking the arguments of Soler and Miller (2010) and Walsh et al. (2010)
about the need for additional support to implement child-led practices seriously, it became clear that
a new research project was necessary to explore the impact of the PLA on practitioners’ professional
development. Before presenting the research design, it is essential to discuss the importance of
professional development, especially in the field of education.

Professional Development: Why it Matters?

Professional development is of paramount importance, especially in early childhood, where the
responsibilities and challenges are high due to the age of the children. It should be a continuous practice
throughout one’s career to remain up to date with the sector advancements and emerging research.
Investing in this aspect is crucial, as it is the only way to keep up with the developments and new insights
within the field (Muijs & Reynolds, 2018).
It is important to note that this is not a new trend; researchers in the previous century, including Day
(1999), have underscored its significance in education. He provided a definition of Continuing Professional
Development (CPD) that emphasizes the values of all learning experiences directly benefiting the
individual. These experiences can be structured, such as training sessions or events, or arise from simple
interactions during daily routines. In the early years sector, CPD represents an even more critical demand
for practitioners.
Early childhood professionals should demonstrate a range of professional and personal attributes to
effectively serve their profession and meet the sector’s demands and standards. Willan (2017) identifies
the essential qualities for becoming an early childhood professional, highlighting a range of social and
personal skills, with empathy being paramount. The list includes critical thinking skills, organisation,
knowledge, self-awareness, and creativity. Although these skills are initially developed during
undergraduate or postgraduate studies, investing time and effort in reflective practice throughout one’s
career is crucial to remain updated in the field.
Reflective practice is a crucial component of CPD, offering opportunities to closely examine own
behaviour, attitudes, and reactions. Willan (2017) underscores the significance of reflective practice by
drawing indirect connections to the professional development of staff in the sector. Reflective practice
aids in recognizing our emotions, actions, and the motivations behind them. It fosters increased
self-awareness and, through this process, paves the way for personal and professional growth and
development (Kilvington & Wood, 2018).
 Nine Years in Life: The Effects of the Play and Learn through the Arts (PLA) ... 37

Considering the discussion above, it becomes clear that professional development is crucial in the
early years sector, offering benefits for both practitioners and young children. Through this process, early
years professionals gain the opportunity to enhance and refine their teaching skills, directly benefiting
young children and leading to high-quality teaching. Considering these considerations, this research
focuses on the professional development of early years practitioners to assess the outcomes of a child-
friendly intervention.

Purpose
The recognised benefits of professional development for early years practitioners, coupled with the
scarcity of research on the Play and Learn through the Arts (PLA) programme, were the driving forces
behind the formulation of the purpose of this study. More specifically, this research project aims to
explore the impact of the PLA programme on practitioners’ professional development.

Research Questions
This study seeks to answer the following research questions:

1. What were the effects of the Play and Learn through the Arts (PLA) programme on practitioners’
professional behaviour?
2. What were the effects of the Play and Learn through the Arts (PLA) programme on practitioners’
teaching skills?

Participants
Given the study’s specific focus, a non-probability sampling method was employed to select
participants who had implemented the PLA, aiming to gather their perspectives on their experience.
Early childhood practitioners previously involved in PLA research projects were invited to join this study.
Their participation was emphasized as voluntary, with no obligation tied to their prior involvement.
The purpose of the study was thoroughly explained, and participants had the opportunity to inquire
further before giving their consent. Ultimately, 17 practitioners agreed to participate, all of whom were
actively engaged with the PLA, working with children aged 3-4-year-old and 5-6-year-old children in
Attica, Greece and London, UK.

Procedures and Measures

Data was collected with semi-structured interviews organised into 4 categories:

1. Academic and professional achievements

2. Implementation of the PLA
3. Children’s reaction
4. Personal reflection/impact

The interview schedule was flexible to accommodate any new insights that weren’t originally
anticipated. It was initially piloted in a small number of early years practitioners to ensure clarity and
prevent confusion regarding the questions. The interviews took place over a period of 3 months at the
38 Journal of Language and Culture in Education - Issue 01 | Volume 01

end of the school year, in a quiet room within the setting where the practitioners worked, at a time that
was convenient for them.

Data Analysis and Discussion

To analyse the data from the interviews, we used a thematic approach, focusing on the 4 categories
outlined in the interview schedule. Within these categories, we identified commonalities in their
responses and formed themes to further organise the data. Impressively the PLA significantly enhanced
the quality of teaching and planning. Practitioners gained confidence in implementing child-led projects
and meaningful literacy activities. They took great pride in their achievements and showed considerable
motivation for ongoing professional development.
Most of the practitioners held a BA degree in early childhood and had substantial experience in
working in this sector, approximately 10 years. However, many didn’t have any further experience in the
arts, aside, from some exposure during their school years or seminars they attended after graduating, in
their time.
To begin with, the success of professional development is closely linked to the level of support the
practitioners receive. Vangrieken et al. (2017) identify this as a critical condition for effective professional
development. Similarly, Darling-Hammond et al. (2017) emphasized that expert support is crucial for
realizing professional development opportunities within an educational context. Positively, all the
practitioners expressed satisfaction with the support received during the intervention, attributing it as
a key factor to the programme’s success. This support was vital for them, as it provided the confidence
needed to implement this innovative teaching method. Below are some extracts from the data:

P1: Visits were really helping me to keep my momentum going because sometimes I was like…
So, I was thinking that on Thursday is the next visit and kind of helping to keep going. I felt that I
can actually do it.

P14: Support was tremendous and valuable. I believe that the success of this programme is due to
this reason. We were provided with everything we needed to develop the skills to be independent
when we were implementing the PLA steps.

To answer the first research question ‘What were the effects of the Play and Learn through the Arts
(PLA) programme on practitioners’ professional behaviour?’ we focused on all categories of the interview
schedule, looking for emerging themes that fit in this area.
One of the most important benefits of CPD is the development of confidence among participants. The
Care Council of Wales (2016) presented a case study in the early years settings, where a participant aimed
to boost her confidence at work. She reported that through CPD her goal was achieved. Our findings
align with this outcome. Data shows that the intervention had significantly influenced their professional
behaviour, particularly in areas related to personal and emotional development. It was inspiring to see
that such a brief intervention positively affected their beliefs about their abilities and skills. Within a few
weeks from the start of the intervention, practitioners felt more confident in their work, especially in
addressing children’s needs and respecting their voice. CPD benefits also extended to individuals’ beliefs
in their abilities. Yoo (2016) observed a notable increase in teacher efficacy after an online session.
While her study encompassed a broad spectrum of professionals, primarily in schools, our research was
exclusively focused on nurseries. Nonetheless, both studies concur on this point. Our participants felt
more efficient in navigating challenges in implementing art activities, attributing this to the PLA. The
 Nine Years in Life: The Effects of the Play and Learn through the Arts (PLA) ... 39

impact on their self-efficacy was remarkable, as they began to believe in their success. Below are some
extracts from the data:

P1: How I feel it now is different with how I felt at the beginning. I was anxious because arts
weren’t my area of strength. I was a bit unsure if I am going to do it right. I was excited but I was
more nervous. Now I LOVE IT. I really enjoy it and I see the benefit of it which I didn’t before as I
didn’t have the understanding.

P9: I am happier now. I am more confident. I feel more experienced. I feel that I am a better
professional now. PLA boosted my confidence, my self-esteem. I think the most important thing
is that something happened immediately… not immediately actually. I was working on how to
unlock myself and suddenly when we got into the practice, I felt it. I think the fact that I saw
my children being so happy, made me to feel twice confident. I just realized that I am doing
something that is quite beneficial for them.

Professional image is an important target in CPD courses. High-quality CPD should include actions
aimed at enhancing participants; professional image (ECDA, 2020). When individuals take pride in their
achievements, they tend to showcase them, positively affecting the development of their professional
image. Our study corroborates this viewpoint. Data showed that the intervention had a positive impact
on their self-esteem. Participants proudly acknowledged their achievements and improvements in
professional behaviour both during and after the intervention. In some cases, they went above and
beyond, actively seeking to publish their efforts and accomplishments within the local community. This
effort resulted in a significant boost in the prestige of both the nurseries and the practitioners involved in
this project. Below are some extracts from the data:

P1: When we were doing something amazing, I was like ‘Let’s go and show everybody this work
because it is so good’. And it was improvement on their own work. So, we would go and show off!

P1: I am proud of myself of knowing my children inside out. Their strengths, their weaknesses…
so I think for me being able to see subtle changes in their behaviour was how I was able to track
their progress.

P11: It was a really good experience, and they want to write something in the newspaper about us.
My manager is really happy, the parents are happy with their children, their writing has improved.

A vast amount of literature highlights the importance of reflection on our professional behaviour.
Benchmarking performance is crucial in any CPD course (ECDA, 2020). For this purpose, self-reflection is
a key component, offering insights into numerous areas for improvement. Care Council of Wales (2016)
identifies self-assessment and reflective practice as fundamental aspects of professional behaviour.
Subsequently, Darling-Hammond et al. (2017) concurred, emphasizing that effective professional
development should incorporate reflection opportunities. Our study supports these views and provides
additional empirical arguments. The intervention enabled practitioners to engage in self-reflection,
thereby gaining significant insights into their professional behaviour. Echoing Bailey’s et al. (2001) case
studies, our participants became more self-aware of their personal and professional development and
gained a deeper understanding of their practice. This was a critical discovery, as it presents practitioners
with the chance to enhance longstanding practices, making a significant contribution to their ongoing
40 Journal of Language and Culture in Education - Issue 01 | Volume 01

professional development. Important, while not the initial aim of the intervention, this outcome
demonstrates the programme’s success in enriching not only children’s skills but also practitioners’
professionalism. Below are some extracts from the data:

P1: Now I understand why itis so beneficially to get a high-quality literacy event. There has
been a lot of development in myself during this project. I was able to give an explanation to the
parents of what we were doing and explain the benefits. They were amazed as I was by the end
of it to be honest.

P14: I have never thought that children in this age would have such skills. That they would be
able to write, copy and make any type of marks in an activity with no intervention from the adult.
I was under the impression that they were very young to follow such an open-ended process in
literacy. I was afraid that if I do something like this, it will result in a disaster. I was really surprised
to see that it was a piece of cake, and I don’t know why I was so intimidated before. PLA opened
my eyes of children’s potentials in this age.

Self-reflection offers significant opportunities for identifying improvement areas. It aids in making
informed decisions and is recommended not only for personal growth but also for enhancing school
performance (Barnett & O’Mahony, 2006). Our data supports this by showing that PLA enabled
practitioners to better understand their roles and areas needing improvement. They recognized the
intervention’s impact on their professional practice and identified areas for further enhancement. This
recognition is a key aspect of professional development, as it allows them to pinpoint improvement
opportunities and act on them. Below are some extracts from the data:

P5: Going back thinking my own role, it was a very nice reminder what I was really doing with
the little ones. Going back to that learning about allowing them to lead, to think and make
mistakes without having an adult presence, helped me understand… It should be like a typical
conversation you have with an adult. It also helped me when I am mentoring staff. The project
made me think of them as their own independent learners.

P7: I think for me as a reflection is not to force children that they actually had to write letters. So,
when I found this, I took a step back and started praising their marks and they actually started
progressing more without pressure.

P11: I pay more attention to children now. I didn’t pay attention to their first efforts of writing.
Now, when children scribble, I have a discussion with them. I am different. I recognize motives. I
pay more attention to their work now. I can see something there and give them praise for it. I have
a better understanding of literacy now.

To briefly summarise, the data revealed significant improvements in practitioners’ professional

behaviour as an outcome of the art intervention. They became much more confident and developed a
profound understanding of their professional behaviour, which facilitated their professional improvement.
Practitioners’ ability to self-reflect on their practices emerged as a key driver in altering their professional
attitudes, ultimately enhancing children’s learning. This shows the intervention’s success as a teaching
approach, yielding benefits across multiple areas of continuous professional development.
 Nine Years in Life: The Effects of the Play and Learn through the Arts (PLA) ... 41

To answer the second research question ‘What were the effects of the Play and Learn through the
Arts (PLA) programme on practitioners’ teaching skills?’ we focused on all categories of the interview
schedule, looking for emerging themes that fit in this area.
Improving teaching is a primary goal of professional development courses. Kennedy (2016) argues that
these programmes should concentrate on teaching strategies and help teachers to better understand
their practices. However, Markussen-Brown et al. (2017), in a meta-analysis of professional development
courses in literacy and language, discovered no significant no improvements in educators’ knowledge.
Notably, although PLA was not specifically designed as a professional development course, it has proven
supportive in this domain. Data indicate that the intervention significantly enhanced practitioners’
knowledge within their work field. Practitioners reported acquiring new knowledge and skills related
to child development and learning. Encouragingly, the PLA inspired them to pursue further learning in
these areas and explore ways to enhance their teaching methods to support children’s development
and learning. They sought deeper understanding and insights into their teaching practices and better
grasped the principles of child-friendly and child-led teaching. Below are some extracts from the data:

P6: We had our own systems that we use, and this was a new method. PLA is a more open kind of
way doing it. It is quite effective. It was definitely added in my practice personally as a practitioner.
I learned something here that I will continue to use. I think the nursery is going to benefit from
it. We were doing the more structure format before and this a more child-friendly way of doing
things.

P10: PLA opened my eyes in different ways on how children learn and different ways and methods
we can use to teach them. It was very beneficial. I found the deeper meaning; I reached the deeper
goal that we were trying to achieve. It made me go even further in-depth. To observe even further
of what the children do. To look more at different activities and more open learning rather than
just closed.

P11: I have seen a huge improvement in their writing, they come to me, they want to write their
thoughts, they draw, they are using the sounds now and write things which they didn’t before.
I have a better knowledge now in emergent writing, paying more attention to details like not
saying this is scribble but actually it is a letter.

The quality of teaching is often a key indicator of successful teaching, yet it requires verification through
credible outcomes. Markussen-Brown et al. (2017) discovered that literacy professional development
courses overall enhance teaching quality. Our study agrees with this finding and provides additional
evidence of verification by the monitoring body in the field, an element missing from their research. Our
intervention positively impacted practitioners’ teaching skills, specifically enhancing teaching quality
and creativity. Practitioners reported significant improvements in teaching quality, verified by a recent
OFSTED inspection at their nursery. They succeeded in integrating creative elements into their teaching,
which was a previously challenging task. This significant outcome demonstrates that the PLA philosophy
is acknowledged by the statutory board governing early years teaching.

P10: When we had an OFSTED inspection one of the young children was able to share what she
is being doing the PLA. They are small but significant. They were able to remember. It was not
like I asked her, and she remembered. She was able to say to him and what we do. The inspector
was impressed!
42 Journal of Language and Culture in Education - Issue 01 | Volume 01

P10: Ensure that your teaching is of high standards, and you get the higher results. You need to
work in your teaching skills. I cannot stress enough the high-quality teaching PLA helped me in
this. Not taking a big group but taking a smaller group. It is the quality and not the quantity.

P7: PLA was one of the most important things I have worked with since I started working with
children. There is lack of creative and taking the arts seriously particularly in early years in any
setting of schooling or education. It is seen as a hobby or a second thing. Any direction they are
going in life has come from them and not being put them by their subjects at school or various
learning environments.

Planning emerged as another significant theme from the interviews. The data shows significant
improvements in teaching skills, particularly in organizing thoughts about the week’s teaching materials
and activities in the nursery. The impact on classroom practices is regarded as a critical influence of any
intervention within the field. Fisher et al. (2018) emphasize that participation in professional development
is contingent upon this aspect. They argue for the necessity of research to pinpoint effective teaching
practices in professional development. Our findings contribute to this area, as the PLA influenced
practitioners’ daily routines, encouraging innovative thinking. Notably, their routines and the overall
nursery life have evolved. Practitioners expressed increased satisfaction with PLA being integrated into
their lives. This remarkable outcome underscores the PLA’s positive effects on their teaching skills. Below
are some extracts from the data:

P2: Planning was always an issue and very time consuming. I found ways to use PLA to link
observations to planning. It sorts of synced the more than what we did it.

P7: It is a massive overhaul of my view and how to work with children. I know what I was doing
dull and uninteresting, but PLA helped in planning more exciting activities. It became an integral
part of their life rather than a teaching situation.

P9: Now we are doing drama all the time. It has changed our routine.

P6: It is in our practice now, in our everyday practice. We are using it. We recognize that even the
simple lines across the page. Now we know literacy.

Collaborative learning and open discussion are focal points of many professional development
courses in secondary education. Sedova et al. (2016) describe the effects of an intervention wherein
teachers facilitated open discussions for collective learning. However, applying these methods in
early years settings poses challenges due to children’s ages. It was encouraging to observe that the
PLA positively influenced practitioners’ teaching skills in this domain. Data analysis revealed the PLA’s
significant impact on practitioners’ abilities to enhance children’s literacy progress. Practitioners reported
instances where children exceeded their previous capabilities and demonstrated new skills. Notably,
enhanced participation and collaborative learning were evident in their feedback. They noted changes
in their teaching strategies, leading to increased child engagement in learning activities. Moreover, they
discovered strategies for fostering meaningful collaborative learning, addressing a notable challenge for
this age group.
 Nine Years in Life: The Effects of the Play and Learn through the Arts (PLA) ... 43

P13: It was a process that helped team and collaborative work. In this age it is difficult to achieve
this but through the PLA it was easy to do it. It seems that they were motivated to do so.

P1: I always put it out who wants to go first. Now the children who respond are the ones who
didn’t before. I honestly wasn’t expecting this and from certain children. My very first drama play
was with 5 children, now I am having all 11! And the reactions! They were excited! On the spot I
had all 11 of them shouting ideas all at once. My teaching was improved! I had children that they
were not interested in whatsoever in literacy that now they are making marks and telling me ‘Oh
that is my name’ which have never have done before.

P14: Children enjoyed every part of this program. It was surprising to see that they were keep
asking to do PLA activities. We didn’t and couldn’t do the PLA on a daily basis as there are other
things happening at our nursery and we need to keep up. They were very disappointed when we
didn’t do the PLA on those days.

P11: I could see a difference in my teaching. Children who couldn’t write their names before are
doing so well and everyone is so excited. It was only 4 months, but it made a huge difference in
the classroom.

Meaningful literacy was another area of improvement in their teaching skills. Kidd and Rowlad
(2021), focusing on verbal communication in the early years, found that practitioners could
respond to children meaningfully. Our study builds on this and by providing insights into the
broader application of literacy in everyday life.

Practitioners reported that PLA enabled them to develop meaningful literacy activities with their
children. Their teaching approach evolved, leading to an understanding that literacy extends beyond
paper and can be integrated into various settings. They understood the deeper meaning of literacy in
daily practice, which was crucial as it allowed them to demonstrate their work with significant results.
Below are some extracts from the data:

P1: With the drama play we were able to see that literacy is taking place everywhere and not at a
table with just pens. We were in the garden; we were leaning against the walls to do a literacy at
times we were on the floor… it was just everywhere. I was able to open up their eyes to see! Being
a practitioner, you stuck in certain ways but PLA helped to go further.

P5: Children tried to make pencils and mark making in the construction area. This is impressive as
formal literacy activities do not take place in construction area. PLA helped me to see that social
literacy activities can take place everywhere even in the most bizarre places. This has affected my
teaching!

Their teaching skills improved not only in supporting children’s cognitive development but also
their emotional growth. The data show that practitioners became more adept at supporting children’s
confidence throughout the learning process and helping them take pride in their accomplishments. They
succeeded in fostering a relaxed learning environment where children felt inclined to participate of their
own will. This aligns with Butler et al. (2004), who documented various instances where collaborative
44 Journal of Language and Culture in Education - Issue 01 | Volume 01

projects enabled practitioners to provide emotional support to students on their learning journey.
Observing the PLA’s influence on teachers’ abilities to support children’s holistic development, rather
than concentrating solely on one developmental aspect, was encouraging.

P1: I really enjoyed children’s confidence, the growth in their confidence in a variety of aspects. In
the drama play, children that were so shy were sit in the back and wouldn’t participate. Now I am
able to support them to put themselves in front of everyone.

P17: I saw children that were very shy and not eager to participate in anything or children that
were ‘bullied’ by other children and through this procedure I could helped them to gain self-
confidence. I was getting better to deal with situations like this. I also saw that they found the
courage to step away from this situation and talk to the other child who was aggressive towards
them.

P3: Now I see a lot of differences. What I do with them is working. They come to me and say, ‘Look
what I did’. They are so proud of their writing. I have never seen them so happy!

Independence is another goal that practitioners strive to achieve for their students. Butler et al. (2004)
address this issue, confirming that a collaborative approach in professional development can significantly
shift teaching practices and support students in becoming autonomous. Empowering children is a
crucial component of their emotional development, especially in a society where children often lack
a voice. Teaching them to speak for themselves and express their ideas is of utmost importance. Data
analysis reveals that practitioners enhanced their teaching skills in encouraging children to voice their
opinions through the intervention. It was inspiring to witness a dramatic improvement in their teaching
approaches, granting children the freedom to act independently and make their own decisions. Below
are some extracts from the data:

P8: They seemed they really really enjoyed it because they stared to realize that we are actually
doing the thing they say they want to do. I think they liked that. We were doing what they want,
how can you not love that? I loved it! I finally understand how to do this in practice.

P16: I was able to give children the freedom to suggest something. For example, I had prepared
something regarding a topic, but children might asked something different so the whole lesson
plan turned up to have a completely different focus. There were times that children’s questions
were irrelevant to the topic, and this was challenging. However, I tried to reply to them and not to
ignore them. This was massive for me, but I did it!
Last but not least, sustainability is a crucial aspect of any teaching intervention. Darling-Hammond et
al. (2017) identify sustained duration as a key component of effective professional development. It was
remarkable to observe that, within such a short period, the PLA significantly influenced practitioners’
teaching skills, and they were all eager to continue its application even after the intervention concluded.
They went above and beyond, offering numerous recommendations to their colleagues. It was particularly
inspiring to note that they took the initiative to analyse and adapt the ways they utilized the PLA post-
research. Below are some extracts from the data:

P11: They should all do PLA. I believe that a lot of practitioners haven’t really looked at literacy in
depth like this. I have and will continue to recommend to my colleagues and friends.
 Nine Years in Life: The Effects of the Play and Learn through the Arts (PLA) ... 45

P16: We have used the PLA to see different painting techniques to try something new and different.

P5: I like that the PLA was introducing it through a piece of art. So, we used a song, which is an art
form that we didn’t use the first-time round.

P7: So next year I will have the 2-year-olds, but I think I going to still try. I am going to see how it
goes and just see… because I was thinking if it is not about the outcomes but it is about learning,
writing for the social purposes I don’t see why 2-year-olds cannot do it.

To briefly summarize, the data shows that the PLA significantly influenced practitioners’ teaching
skills across various domains, with teaching quality being the foremost. It facilitated the development of
practices that support children’s cognitive development in literacy, as well as crucial aspects of emotional
growth. The PLA positively impacted their planning and daily routines, demonstrating a lasting effect on
their skills while ensuring high sustainability rates.

Conclusions
This paper focused on the effectiveness of the PLA in enhancing practitioners’ professional development.
Following years of implementation and recognized benefits for children’s development and learning, we
aimed to fill the research gap by investigating the PLA’s impact on practitioners’ professional behaviour
and teaching skills. Practitioners who participated in earlier studies were interviewed to gather their
insights on this topic.
The findings revealed that the support received during their participation in previous PLA research
projects was pivotal to their success. This significantly influenced the programme’s sustained usage, with
all practitioners continuing to employ the PLA methods after the project concluded, initiating various
applications of the PLA. Consistent with prior studies on the impact of CPD courses, our participants
reported a notable transformation in their professional behaviour post-PLA implementation, experiencing
considerable improvements in confidence and self-esteem. The PLA facilitated a deeper comprehension
of their roles as practitioners. Furthermore, it significantly enhanced their teaching abilities, particularly
in the areas of teaching quality, planning, and fostering children’s cognitive and emotional development.
Observing such positive outcomes was encouraging, especially considering the PLA wasn’t initially
conceived as a CPD course. Yet, its benefits extend beyond its original objectives, notably impacting
professional development. A likely contributing factor is the relaxed and supportive atmosphere fostered
by the PLA, allowing practitioners to engage in their work without fear of judgment. This environment
likely encouraged them to fully express and realize their potential.

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