Date of Conferral

2-26-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Trube

Abstract

The problem addressed through this study was that prekindergarten and kindergarten (PK-K) teachers in one large southern U.S. school district were not implementing play-based learning (PBL) practices despite the well-documented benefits of PBL in early childhood education. Guided by Knowles’s adult learning theory and Kolb’s experiential learning theory, the purpose of this basic qualitative study was to explore PK-K teachers’ experiences with implementing PBL and to identify what teachers need to embed PBL practices in PK-K classrooms. Semistructured interviews were conducted with nine PK-K teachers, and thematic analysis was applied to identify key patterns. Four themes emerged from the analysis: (a) teachers experienced PBL as engaging, relational, and developmentally appropriate but experienced constraints related to instructional expectations and accountability pressures; (b) teachers’ emotional experiences with PBL included joy, professional fulfillment, and advocacy, and reflect deeply held beliefs about children’s long-term development and equity; (c) teachers need instructional autonomy, curriculum flexibility, and time to embed PBL into their daily practice; (d) sustained use of PBL requires administrative understanding, appropriate environments, professional development, and a school culture that values developmentally appropriate practices. In response to these findings, a 3-day professional development was created to address the instructional, structural, and cultural constraints teachers identified. This study may contribute to positive social change by providing information and training to enhance instructional clarity, strengthen developmentally appropriate practices, and expand equitable access to meaningful early learning experiences within the local district.

Download

Share

 
COinS