Date of Conferral

2017

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

Students who struggle with understanding the alphabetic principle often develop difficulties in reading. Play is known as a key element of early learning, but its perceived value among teachers and parents has declined over the years. This study investigated the relationship between parents' levels of agreement about the value of play and kindergarten students' levels of mastery of the alphabetic principle. The theoretical foundation included the views of Montessori and Piaget, who believed that a classroom with a play-based environment encourages independent thinking and learning. The study's research questions concerned the relationship between 53 parents' levels of agreement about the value of play in two categories, play support and academic focus, and their currently enrolled kindergarten students' Georgia Kindergarten Inventory of Developing Skills alphabetic mastery levels. The outcome of this study revealed that a majority of the parents supported play, but there was not a significant correlation between parents' levels of agreement about the value of play and kindergarten students' levels of mastery of the alphabetic principle. The findings of this study clarify the connection between parents' levels of agreement about the value of play and kindergarten students' levels of mastery of the alphabetic principle and suggest that lack of play opportunities may not be a factor in children's school success. Implications for positive social change derived from this study include general evidence of parents' support for play and the suggestion that a play-based kindergarten curriculum similar to that advocated by Piaget and Montessori might be supported by kindergarten parents.

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