Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
Ellen E. Scales
Abstract
Abstract Play-based learning practices contribute to oral language development, social-emotional development, literacy, and communication skills development in young children. Public schools struggle with the implementation of play-based pedagogy practices to meet culturally diverse students’ academic needs. The purpose of this basic qualitative study was to explore how kindergarten teachers implement play-based learning practices and curricula in kindergarten classrooms in a public elementary school in the Northeast United States. The conceptual framework included the situated learning theory and Fullan’s educational change theory. Data were collected from semistructured interviews with nine kindergarten teachers who implemented play-based learning practices and curricula in kindergarten classrooms. Interviews were transcribed, coded, and analyzed for overarching patterns and themes. Findings revealed kindergarten teachers were using structured and unstructured play-based learning activities daily for a specified amount of time. Participants were using unstructured practices to fulfill student needs of exploration, experimentation, collaboration, and negotiation as students worked in partnerships or small group settings. Findings also indicated school administrators were not providing additional professional development training to promote a better understanding of the implementation of play-based learning practices. The results may improve teacher instruction in kindergarten literacy classrooms and kindergarten students’ preparation for language and literacy development in elementary and secondary grades.
Recommended Citation
Acevedo, Emily, "Teacher's Implementation of Play-Based Learning Practices and Barriers Encountered in Kindergarten Classrooms" (2022). Walden Dissertations and Doctoral Studies. 13136.
https://scholarworks.waldenu.edu/dissertations/13136
