Date of Conferral

5-30-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

Research shows that independent child-led play is essential to children’s cognitive and social development. The problem that was the focus of this study was that many preschool teachers do not include independent play in their daily schedules. Guided by Gray’s theory of play, the purpose of this qualitative study was to explore preschool teachers’ perspectives regarding independent play as part of their daily schedule and the challenges they encounter or anticipate in incorporating it. A basic qualitative design with interviews guided data collection with 10 lead preschool teachers who worked with children ages 3 to 5 in independently funded preschools in one state in the eastern United States. Thematic analysis was applied to interview data using open and axial coding. Data showed the majority of teachers interviewed conflated teacher-directed learning center activity with independent child-led play. Only 4 of the 10 teachers reported using independent child-led play as described by Gray. Teachers who used learning centers instead of independent child-led play associated play with disruptive behavior and with anticipated inability to complete instructional tasks. All teachers noted that lack of support for play from parents presented a challenge. Positive social change may result from this study when teachers' perspectives regarding independent child-led play are better understood, and when teachers implement child-led independent play in the classroom. Children can benefit developmentally if increased understanding inspires changes that lead to additional time for independent child-led play throughout the preschool day, thus supporting children’s cognitive and social development.

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