Decline of play-based learning : Identifying external factors

Kramer, Mindy The purpose of this qualitative study was to identify the external factors that impact play-based learning in the five-year old kindergarten urban and suburban classroom. The study also sought to identify how teacher preparation programs are preparing early childhood teacher candidates to implement play-based practices. Play-based learning was defined as learning through hands-on experiences, collaboration, and exploration that is freely chosen. The participants included five-year old kindergarten teachers, principals, and higher education instructors. The data was collected through semi-structured interviews and questionnaires. A thematic analysis was implemented, and the following theme categories were identified: external factors, teacher preparation, and K-12 school leadership preparation. The results of the study indicated and identified that there are external factors that impact play-based learning practices in the five-year old kindergarten classroom. The results also showed that teacher preparation programs are preparing candidates to implement developmentally appropriate practices. The results of the study provided information that can better support five-year old kindergarten teachers, school leaders and teacher preparation programs.

Grantor dc:publisher

Alverno College

Year dc:date

2021

Author dc:creator

• Kramer, Mindy

• Early childhood education
• Play

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/244

OAI identifier oai:identifier

oai:alverno.omeka.net:244