Pre-service student-teachers' perceptions of play in the early childhood classroom after research analysis with discussion-case application: a sequential explanatory mixed methods approach

<p>Despite persuasive research demonstrating the importance of play in early childhood education, there is a problematic trend in early childhood classrooms of increased academics and high-stakes test preparation, with less opportunity for play (Brashier & Norris, 2008; Lynch, 2015; Nicolopoulou, 2011). This sequential explanatory mixed method study was designed to examine the impact and experience of participating in facilitated research analysis with discussion-case application on early childhood pre-service teachers’ knowledge of and attitude towards the role and value of play in the classroom, as well as their self-confidence in promoting developmentally appropriate play opportunities in the classroom. The findings indicate that research analysis with discussion-case application may serve as an effective strategy for reversing the disappearance of play in early childhood classrooms. Implications for modifying the single continuum model of developmental appropriateness are discussed as well as consequences for preparing pre-service teachers.</p>

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Services and Leadership

Year dc:date.available

2016

Author dc:creator

• Resnick, Meredith

Contributors dc:contributor

• Johnson, Ane Turner
• Manning, Joann B.
• Sheppard, Mary E.

• Early Childhood
• Play
• Pre-Service
• Research
• Play; Early childhood teachers--Training of
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/585

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1584