Understanding the Role of Kindergarten Teachers in Developing Self- Regulated Learning Through Guided Play for children aged Three to Five years old: A Mixed-Methods Study in Saudi Arabia

This study was primarily motivated by the lack of research investigating kindergarten teachers' roles in developing self-regulated learning (SRL) skills through guided play for children in Saudi Arabia. The education system largely relies on self-learning and play at the kindergarten stage. SRL is an essential skill that helps children take responsibility for their learning. While kindergarten teachers play a key role in promoting SRL, they often struggle to understand its theoretical concepts and apply them effectively in classroom settings. This research aimed to understand the role of kindergarten teachers in developing SRL through guided play with children aged three to five years in the Kingdom of Saudi Arabia, specifically in kindergarten schools in the centre of Saudi Arabia. The study sought to explore kindergarten teachers' beliefs, perceptions, practices, practical experiences, and challenges regarding SRL and guided play. A mixed-methods approach addressed these aspects through an online questionnaire and semi-structured interviews. The online questionnaire, with 44 responses, examined teachers’ beliefs about SRL and guided play, using descriptive statistics and applying factor analysis through SPSS to identify key factors. Semi-structured interviews with 10 teachers provided deeper insights into their perceptions, practices, and challenges in implementing SRL in classroom play routines. MAXQDA was used to analyse the qualitative data both deductively and inductively. Deductive analysis, based on the phases and aspects of the SRL cycle model, was applied along with inductive analysis, which identified the main themes of kindergarten teachers' perspectives, implementation, professional development, and challenges regarding SRL and guided play. The findings of this study reveal that teachers generally hold positive beliefs about SRL and recognise the importance of guided play in fostering SRL skills. Teachers believe in children's ability to use different SRL skills and acknowledge the value of integrating guided play into 6 their teaching. However, the study also highlights several challenges that hinder teachers from focusing on SRL development in young children, including difficulties in understanding theoretical concepts, classroom constraints, and external factors such as parental influence. This study contributes to early childhood education by simplifying complex SRL terminology through factor analysis, making SRL theory more accessible to teachers. It also establishes a connection between guided play factors and SRL development, offering practical strategies that teachers can incorporate into their daily classroom routines. These findings have important implications for teacher training programmes, curriculum design, and SRL teaching practices. By enhancing teachers' understanding of SRL and the role of guided play, this study bridges the gap between theory and practice, providing valuable insights to improve early childhood education in Saudi Arabia and beyond.<p></p>

Author dc:creator

• Afnan Alawad (21038810)

• Self-regulated learning (SRL)
• Children
• Kindergarten
• Kindergarten teachers
• Guided play

Statement dc:rights

• All rights reserved
• Open Access after 2027-10-07

Identifier

10779/exe.31908082.v1

OAI identifier oai:identifier

oai:figshare.com:article/31908082