Kindergarten Teachers’ Perspectives About the Role of Play in the Kindergarten Classroom

Date of Conferral

10-12-2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donna Brackin

Abstract

Researchers have established the developmental and educational benefits of play for young students but increasing academic demands in kindergarten make it more difficult to incorporate play into the classroom. The purpose of this basic qualitative study was to explore kindergarten teachers’ perspectives about the role and implementation of play in the kindergarten classroom, considering the increased academic requirements after the implementation of the Common Core Curriculum/Georgia Standard of Excellence (CCC/GSE). The conceptual framework used to guide this study was based on Vygotsky’s zone of proximal development. Two research questions addressed kindergarten teachers’ perspectives about the role of play and its implementation in the CCC/GSE-governed classroom. Participants were 10 Georgia-certified teachers in a small urban school district who had taught kindergarten for a minimum of 3 years. Semistructured interviews were conducted, and data analysis occurred through open coding and thematic analysis. Four themes were identified: (a) the role of play in the classroom was to influence a child’s development of social skills and learning; (b) CCC/GSE standards removed play from the classroom and were not developmentally appropriate; (c) increased expectations, absence of centers, and time constraints were factors that inhibited play in the classroom; and (d) teachers’ perspectives on how to bring play back into their classrooms. The findings may contribute to positive social change through an understanding of kindergarten teachers’ perspectives about the role of play in the classroom by providing information on what can be done to increase the amount of playful learning included in the kindergarten curriculum.

This item is not available through Walden resources

Share

 
COinS