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Play-Based Pedagogies in Saudi Kindergartens : = Examining Teachers' Perceptions and Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Play-Based Pedagogies in Saudi Kindergartens :/
Reminder of title:	Examining Teachers' Perceptions and Practices.
Author:	Alharbi, Manal O.
Description:	1 online resource (179 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30311601click for full text (PQDT)
ISBN:	9798377630197

Play-Based Pedagogies in Saudi Kindergartens : = Examining Teachers' Perceptions and Practices.
Alharbi, Manal O.

Play-Based Pedagogies in Saudi Kindergartens :Examining Teachers' Perceptions and Practices. - 1 online resource (179 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ph.D.)--University of South Florida, 2023.

Includes bibliographical references

In this study, I explored three Saudi kindergarten teachers' play-based pedagogies. I conducted a qualitative case study (Stake, 1994) in order to examine these teachers' perceptions of play and describe the ways they incorporated play into their classrooms. My research questions were: How do three Saudi kindergarten teachers perceive play-based learning? In what ways do three Saudi kindergarten teachers implement play-based learning? Participants taught kindergarten in a large private school that served early childhood, elementary, middle, and high school students in Saudi Arabia. Classroom observations and interviews with the teachers were the central data sources. To analyze the data, I conducted a thematic analysis following Clark and Braun's (2013) process. I found that teachers believed in the benefits of play for children's learning and development and believed in the influence of their involvement in children's learning and play. The teachers indicated that a purposeful play which targets academic learning would also promote children's developmental skills. Further, teachers expressed hopes to develop the education of early childhood to enhance children's learning outcomes and to enhance their practices in the field. Implications and recommendations for future research from the study findings were discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377630197Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Early childhood educationIndex Terms--Genre/Form:

542853
Electronic books.

Play-Based Pedagogies in Saudi Kindergartens : = Examining Teachers' Perceptions and Practices.
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500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
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502 $a Thesis (Ph.D.)--University of South Florida, 2023.
504 $a Includes bibliographical references
520 $a In this study, I explored three Saudi kindergarten teachers' play-based pedagogies. I conducted a qualitative case study (Stake, 1994) in order to examine these teachers' perceptions of play and describe the ways they incorporated play into their classrooms. My research questions were: How do three Saudi kindergarten teachers perceive play-based learning? In what ways do three Saudi kindergarten teachers implement play-based learning? Participants taught kindergarten in a large private school that served early childhood, elementary, middle, and high school students in Saudi Arabia. Classroom observations and interviews with the teachers were the central data sources. To analyze the data, I conducted a thematic analysis following Clark and Braun's (2013) process. I found that teachers believed in the benefits of play for children's learning and development and believed in the influence of their involvement in children's learning and play. The teachers indicated that a purposeful play which targets academic learning would also promote children's developmental skills. Further, teachers expressed hopes to develop the education of early childhood to enhance children's learning outcomes and to enhance their practices in the field. Implications and recommendations for future research from the study findings were discussed.
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