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Prioritizing Play, Universal Design for Learning, and Nature-Based Learning: Professional Development for Educators

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Title: Prioritizing Play, Universal Design for Learning, and Nature-Based Learning: Professional Development for Educators
Language: English
Authors: Melissa Rodriguez-Meehan, Marisa Kofke, Kyra Stephenson
Source: Educational Considerations. 2026 51(2).
Availability: Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Teachers, Faculty Development, Workshops, Play, Program Implementation, Access to Education, Outdoor Education, Teaching Methods
Geographic Terms: New York
ISSN: 0146-9282
2573-7686
Abstract: This article provides insight into the process and implementation of a professional development workshop that was created for and provided to educators who were interested in implementing more playful pedagogies in their educational settings. The workshop focused primarily on meeting the needs of all learners through meaningful and engaging practices which focused on playful learning within teaching, incorporating Universal Design principles and the integration of Nature-Based Learning (NBL). Two separate sessions were provided with approximately 20-25 participants in each session. Each workshop was one hour in length and included participants with a variety of teaching roles, including pre-kindergarten teachers, K-2 teachers and coaches, English as a New Language (ENL) teachers, special education (elementary and secondary) teachers, art educators, physical education teachers, speech and language pathologists, in addition to others. The authors recommend that due to the dearth of the intersection of play, UDL, and NBL, educators should continue to purposefully integrate these strategies into professional development opportunities and classroom pedagogy, while also providing additional professional development emphasizing inclusive methods.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491434
Database: ERIC
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  Data: Prioritizing Play, Universal Design for Learning, and Nature-Based Learning: Professional Development for Educators
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  Data: <searchLink fieldCode="AR" term="%22Melissa+Rodriguez-Meehan%22">Melissa Rodriguez-Meehan</searchLink><br /><searchLink fieldCode="AR" term="%22Marisa+Kofke%22">Marisa Kofke</searchLink><br /><searchLink fieldCode="AR" term="%22Kyra+Stephenson%22">Kyra Stephenson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Considerations%22"><i>Educational Considerations</i></searchLink>. 2026 51(2).
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  Data: Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
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  Data: This article provides insight into the process and implementation of a professional development workshop that was created for and provided to educators who were interested in implementing more playful pedagogies in their educational settings. The workshop focused primarily on meeting the needs of all learners through meaningful and engaging practices which focused on playful learning within teaching, incorporating Universal Design principles and the integration of Nature-Based Learning (NBL). Two separate sessions were provided with approximately 20-25 participants in each session. Each workshop was one hour in length and included participants with a variety of teaching roles, including pre-kindergarten teachers, K-2 teachers and coaches, English as a New Language (ENL) teachers, special education (elementary and secondary) teachers, art educators, physical education teachers, speech and language pathologists, in addition to others. The authors recommend that due to the dearth of the intersection of play, UDL, and NBL, educators should continue to purposefully integrate these strategies into professional development opportunities and classroom pedagogy, while also providing additional professional development emphasizing inclusive methods.
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      – SubjectFull: Outdoor Education
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      – SubjectFull: Teaching Methods
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      – TitleFull: Prioritizing Play, Universal Design for Learning, and Nature-Based Learning: Professional Development for Educators
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