{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1130"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1130","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Parents' Value of Play in Early Childhood: A Comparative Study of Spousal Play Beliefs","abstract":"Play is a vital tool for developmental growth and learning in early childhood. However, with the current focus on academics, there is less emphasis placed on encouraging children to play. The current study investigated parental beliefs on play. The sample consisted of 34 middle-class couples (34 mothers, 34 fathers) co-parenting a preschool-aged child (3-5 years) attending the laboratory school of a large mid-Atlantic university. Participants were surveyed about their beliefs on play. Results revealed mothers' value of play to be higher than fathers'. Although significantly different, both mothers and fathers perceived play positively. The findings suggest that early childhood professionals need to further advocate the importance of quality play and its ties with academic achievement to all parents, especially those from lower socioeconomic backgrounds.;Keywords: play, belief, parent, academics, early childhood.","abstract_html":"Play is a vital tool for developmental growth and learning in early childhood. However, with the current focus on academics, there is less emphasis placed on encouraging children to play. The current study investigated parental beliefs on play. The sample consisted of 34 middle-class couples (34 mothers, 34 fathers) co-parenting a preschool-aged child (3-5 years) attending the laboratory school of a large mid-Atlantic university. Participants were surveyed about their beliefs on play. Results revealed mothers' value of play to be higher than fathers'. Although significantly different, both mothers and fathers perceived play positively. The findings suggest that early childhood professionals need to further advocate the importance of quality play and its ties with academic achievement to all parents, especially those from lower socioeconomic backgrounds.;Keywords: play, belief, parent, academics, early childhood.","abstract_has_math":false,"creators":["DeVito, Meghan C."],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Barbara G. Warash","Reagan Curtis","Amy E. Kennedy Root"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T06:14:02Z","subjects":["Early childhood education","Educational psychology","Developmental psychology","Individual & family studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/127"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/127","href":"https://researchrepository.wvu.edu/etd/127","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.127","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara G. Warash","Reagan Curtis","Amy E. Kennedy Root"]},{"key":"dc:creator","label":"Author","values":["DeVito, Meghan C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning Sciences and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early childhood education","Educational psychology","Developmental psychology","Individual & family studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.127","https://researchrepository.wvu.edu/etd/127"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Play is a vital tool for developmental growth and learning in early childhood. However, with the current focus on academics, there is less emphasis placed on encouraging children to play. The current study investigated parental beliefs on play. The sample consisted of 34 middle-class couples (34 mothers, 34 fathers) co-parenting a preschool-aged child (3-5 years) attending the laboratory school of a large mid-Atlantic university. Participants were surveyed about their beliefs on play. Results revealed mothers' value of play to be higher than fathers'. Although significantly different, both mothers and fathers perceived play positively. The findings suggest that early childhood professionals need to further advocate the importance of quality play and its ties with academic achievement to all parents, especially those from lower socioeconomic backgrounds.;Keywords: play, belief, parent, academics, early childhood."]},{"key":"dc:title","label":"Title","values":["Parents' Value of Play in Early Childhood: A Comparative Study of Spousal Play Beliefs"]}]}],"canonical_facts":{"dc:contributor":["Barbara G. Warash","Reagan Curtis","Amy E. Kennedy Root"],"dc:creator":["DeVito, Meghan C."],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["Play is a vital tool for developmental growth and learning in early childhood. However, with the current focus on academics, there is less emphasis placed on encouraging children to play. The current study investigated parental beliefs on play. The sample consisted of 34 middle-class couples (34 mothers, 34 fathers) co-parenting a preschool-aged child (3-5 years) attending the laboratory school of a large mid-Atlantic university. Participants were surveyed about their beliefs on play. Results revealed mothers' value of play to be higher than fathers'. Although significantly different, both mothers and fathers perceived play positively. The findings suggest that early childhood professionals need to further advocate the importance of quality play and its ties with academic achievement to all parents, especially those from lower socioeconomic backgrounds.;Keywords: play, belief, parent, academics, early childhood."],"dc:identifier":["https://doi.org/10.33915/etd.127","https://researchrepository.wvu.edu/etd/127"],"dc:subject":["Early childhood education","Educational psychology","Developmental psychology","Individual & family studies"],"dc:title":["Parents' Value of Play in Early Childhood: A Comparative Study of Spousal Play Beliefs"],"thesis:degree_discipline":["Learning Sciences and Human Development"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:14:02Z"}