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Teachers' Perspectives on Play as a ...

Zand Irani, Muna A.

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Teachers' Perspectives on Play as a Teaching Method in Early Childhood Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perspectives on Play as a Teaching Method in Early Childhood Education./
Author:	Zand Irani, Muna A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	94 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30946468
ISBN:	9798380845021

Teachers' Perspectives on Play as a Teaching Method in Early Childhood Education.
Zand Irani, Muna A.

Teachers' Perspectives on Play as a Teaching Method in Early Childhood Education. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 94 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Miami University, 2023.

This item must not be sold to any third party vendors.

This qualitative interview study investigated teachers' perspectives on play pedagogy and the challenges of implementing play as a learning method in early childhood classes. The study collected qualitative data from four preschool teachers and two kindergarten teachers in a school in Midwest Ohio. Teachers shared their experiences through in-depth interviews. Data was analyzed and categorized into themes according to the interview questions. Findings concluded a positive perspective and understanding of play and its benefits among preschool teachers. However, there was a shift in teachers' perspectives about play at the kindergarten level. Teachers felt pressured to meet the state academic standards and prepare children for grade one. They followed traditional teacher-guided methods, reducing play and child-centered learning opportunities. The importance of play in children's whole development is supported by a substantial amount of research (NAEYC, 2009). However, play is disappearing in early childhood classes (Bassok, 2016; Miller & Almon, 2009). Moreover, teachers' perspectives on play are changing due to the pressure to meet high academic expectations at the kindergarten level (Miller & Almon, 2009). This study conveys teachers' voices and contributes to understanding play pedagogy and how it is perceived and implemented in preschool and kindergarten classrooms.

ISBN: 9798380845021Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Teachers' perspectives

Teachers' Perspectives on Play as a Teaching Method in Early Childhood Education.
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300 $a 94 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Szlizewski, Lucian A.
502 $a Thesis (Ed.D.)--Miami University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative interview study investigated teachers' perspectives on play pedagogy and the challenges of implementing play as a learning method in early childhood classes. The study collected qualitative data from four preschool teachers and two kindergarten teachers in a school in Midwest Ohio. Teachers shared their experiences through in-depth interviews. Data was analyzed and categorized into themes according to the interview questions. Findings concluded a positive perspective and understanding of play and its benefits among preschool teachers. However, there was a shift in teachers' perspectives about play at the kindergarten level. Teachers felt pressured to meet the state academic standards and prepare children for grade one. They followed traditional teacher-guided methods, reducing play and child-centered learning opportunities. The importance of play in children's whole development is supported by a substantial amount of research (NAEYC, 2009). However, play is disappearing in early childhood classes (Bassok, 2016; Miller & Almon, 2009). Moreover, teachers' perspectives on play are changing due to the pressure to meet high academic expectations at the kindergarten level (Miller & Almon, 2009). This study conveys teachers' voices and contributes to understanding play pedagogy and how it is perceived and implemented in preschool and kindergarten classrooms.
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653 $a Kindergarten
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