Experiential play training transforms elementary educators into play advocates

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.