abstract: The purpose of this study is to portray kindergarten teachers' developmentally appropriate practices in order to authenticate the essential component of play. Recently, student achievement has been the primary focus in Early Childhood Education, and play is seen as an action that precludes academic learning. This is a qualitative study of teachers' perceptions and teaching practices through observations, interviews, surveys, and journal reflections. The study found that participant kindergarten teachers: (1) have a developing understanding of the positive impact play has on student development, yet they are not aware of how to successfully implement play in their classroom; (2) tend to be more work driven than play driven in their daily activities; and (3) perceive play occurrs when manipulatives are made available for student use, however, the activities are largely teacher-directed in contrast to student initiated play. In summary, participant kindergarten teachers were found to be hesitant to let their control shift to child-initiated learning. There are gaps between teacher knowledge of how child initiated play impacts learning and the actual classroom implementation of child initiated play. Teachers need further development to understand how to use materials to integrate play into daily lessons. It is important to widely disseminate and support the use of Early Childhood National Board Standards regarding play in kindergarten classrooms. Kindergarten teachers require professional development that permits the integration of knowledge of play and the implementation of play in an increasingly accountability driven environment. Keywords: Play; Perceptions of play; Learner-Centered; Developmentally Appropriate Practice (DAP); National Board Certification National Board Certified Teacher (NBCT); National Board for Professional Teaching Standards (NBPTS); English Language Learners (ELL); English Language Development (ELD) / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

This project addresses the critical issue of teacher attrition and retention by incorporating National Board standards into pre-service teacher preparation programs. Nationwide, school districts face significant shortages of qualified teachers, particularly in mathematics, science, and special education. Research reveals that the Southern region of the United States experiences the highest attrition rates (Ingersoll et al., 2018). An analysis of data indicates that the key issues contributing to teacher attrition and retention include stress from high-stakes testing, salary deficits, and inconsistent support. States have the autonomy to address teacher retention issues and allocate federal funds for these initiatives such as high-quality resources, reliable assessments, and comprehensive mentoring and induction programs (Goble, 2022; Mississippi Department of Education [MDE], 2022). Despite these efforts, the teacher shortage continues to grow annually. Research shows that National Board Certified Teachers (NBCTs) achieve better student outcomes in literacy and mathematics (Cowan & Goldhaber, 2016; National Strategic Planning and Analysis Research Center [NSPARC], 2021; Strategic Data Project [SDP], 2012a & 2012b) and are more likely to remain in their schools and become teacher mentors (Center for Educator Recruitment, Retention, & Advancement [CERRA], 2018; Cast, 2014). Most states recognize National Board certification by offering financial and licensure incentives to teachers who achieve certification (National Board for Professional Teaching Standards [NBPTS], n.d.). This project emphasizes the need for additional research into pre-service teacher preparation and the foundational aspects of teaching practice. By incorporating National Board standards into pre-service teacher preparation programs, the project aims to enhance student growth, future National Board certification, and teacher support within the first 5 years of service. This, in turn, would address teacher attrition and retention. This research has the potential to significantly impact schools across Mississippi, ultimately contributing to a stronger, more resilient education system.