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This study examined preservice teachers’ understanding of children’s play in diverse cultures. Using digital photo essay methods, a total of 37 early childhood preservice teachers in Myanmar, Korea, and the U.S. engaged in a critical discussion on children’s play in diverse cultures. The findings suggested that the participants typically showed three layers of cross-cultural awareness: distance, friction, and flow. Korean and the U.S.participants conducted critical reflections on their preconceived notion of play, as influenced by the idea of Western childhood play. Although Myanmar participants revealed a desire for Western play materials, we did not observe substantial evidence of critical reflection throughout the cross-cultural exchanges. This paper discusses the implications of investigating culturally sensitive strategies for engendering preservice teachers’ implicit beliefs by exchanging digital photo essays across diverse cultures.

Preservice teachers’ awareness of children’s play in diverse cultures: exchange of digital photo essays across Myanmar, Korea, and the U.S