Date of Conferral
8-17-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Billie Andersson
Abstract
The problem addressed through this study was that emphasis is being placed on standardized testing, which is causing early childhood educators to feel pressured to eliminate or reduce playtime in their classrooms. Framed by Vygotsky’s theory of social development and Lave and Wenger’s situated learning framework, the purpose of this basic qualitative study was to explore the experiences of early childhood educators in a southcentral U.S. state regarding the challenges they face in balancing a play-based learning curriculum and the support they need, while emphasizing information about standardized testing. The data were collected from semistructured interviews with 12 certified kindergarten and first-grade teachers. Data were analyzed with thematic analysis using open and axial coding yielding six themes. These findings revealed that participants experienced tension between play-based instruction and their beliefs about effective early childhood education and described challenges integrating meaningful play into standards-aligned curricula. They emphasized that needs such as reduced testing pressures, increased administrative support, and access to ongoing professional development were critical for balancing play-based learning with academic standards and assessment requirements. The findings may promote positive social change if teachers are supported to include play-based learning, which may lead to increased success for young learners in academics and developmentally appropriate social skills.
Recommended Citation
McBride, Shanette Damar, "Challenges Early Childhood Educators Encounter When Balancing Play-Based Learning With Preparation for Standardized Testing" (2026). Walden Dissertations and Doctoral Studies. 20655.
https://scholarworks.waldenu.edu/dissertations/20655
