Introduction Experiential play training may shift educator beliefs, yet its influence on K-5 teachers' perceptions and practices of playful learning remains underexplored. Methods This multiple case study examined fifteen elementary educators following a three-day experiential play training. Four focal participants were selected via purposive sampling representing varied buy-in levels (0%–100%) based on pre-survey data. Data included structured journal reflections using Notice-Change-Value methodology, surveys, and observations, analyzed through inductive thematic analysis within a multiple case study framework. Results Participants demonstrated meaningful transformations in personal play engagement, recognition of play's developmental importance, and confidence implementing playful pedagogy. Cross-case analysis revealed convergent patterns: initial hesitation evolved into advocacy, understanding expanded from an early childhood focus to K-5 implementation, and participants developed concrete strategies. Discussion Findings suggest experiential play training can transform teacher beliefs, with implications for elementary education programs that offer comprehensive play-based professional development.
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Casey et al. (Fri,) studied this question.
www.synapsesocial.com/papers/69f04d9f727298f751e71ee2 — DOI: https://doi.org/10.3389/feduc.2026.1788023
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