Observing, interpreting and guiding object oriented play

Samenvatting

Object-oriented play, defined as children's exploratory and functional interactions with objects, is crucial for early development yet often underrecognized in pedagogical practice. This study investigates how early childhood education and care (ECEC) professionals evaluate a tool developed to support them in observing, understanding, and guiding object-oriented play. Drawing on an educational design research approach, the LOOP-Toolkit was designed and iteratively implemented and evaluated by seven ECEC-professionals in Dutch daycare and preschool settings. The evaluation assessed the toolkit’s feasibility, usability, and perceived value for professional practice, as well as its potential to support ECEC professionals’ understanding of children’s play behavior and their own pedagogical actions. Qualitative data were collected throughout the process. Results showed that the LOOP-Toolkit provided ECEC-professionals with meaningful insights into children's object-oriented play and their own pedagogical strategies, while also highlighting the need for contextual sensitivity and a supporting manual. Additionally, implementation and evaluation within professional learning communities (PLCs) proved practically relevant and fostered reflective dialogue. This research resulted in the final version of the LOOP-Toolkit: A reflective instrument offering conceptual and practical support for ECEC-professionals to observe, interpret, and guide object-oriented play—laying the groundwork for future professional development initiatives incorporating PLCs and video feedback.