Recent research suggests that summer reading programs may benefit elementary-aged children with learning disabilities and reading difficulties. However, there exists limited literature on how both play-based learning (PBL) and scaffolding can be used to improve reading outcomes in non-school settings. The purpose of this qualitative research was to examine PBL, scaffolding, and perceived reading outcomes in a 6-week play-based summer reading program. The conceptual framework guiding this research is that PBL, when combined with scaffolding, results in either the maintenance or the improvement of reading outcomes. Fourteen individuals (5 support workers, 4 parents, 5 children) who were enrolled in a play-based summer reading program between 2019 and 2021 participated in semi-structured interviews. The findings suggest that PBL and scaffolding can lead to perceived reading progress and increases in confidence and motivation, as well as an absence of a summer learning slide. Additional themes relating to the role of the support workers, program organization and friendship/belonging emerged. Implications for the literacy learning of elementary-aged children with disabilities and reading difficulties are discussed.

Over the past three years, there have been changes in learning observed due to COVID-19 pandemic-related disruptions that affected young learners who needed support during instruction, raising concerns about their learning progress. As such, this qualitative phenomenological study explored and described the parent and teacher perspectives on the long-lasting impact of COVID-19 on kindergarten students who started formal education virtually during a pandemic. The central research question, "What are the teacher and parent perspectives on learning during the pandemic and their views on the impact of remote instruction on kindergarteners?" was examined from a constructivist and play-based learning theory. The study used purposeful and snowball sampling to obtain five teachers and four parents who virtually completed one-on-one 15- to 30-minute semi-structured interviews. Data was analyzed using Boije's constant comparative approach using three steps: (1) comparison within a single interview, (2) comparison between interviews within the same group, and (3) comparison of interviews from the two different groups. I used an inductive approach using axial coding to interpret results on themes that surfaced from within the participants' interviews. The study findings will benefit educators, school leaders, policymakers, and researchers interested in early childhood education. Limitations of the study include lack of generalizability, exclusive focus on the kindergarten level of study, and the use of previous literature conducted in different contexts and cultures to support the need for the study.

This action-based, qualitative research project involving 7 early childhood educators working in a well-established preschool child care program examined the influences of job-embedded professional development on children’s experiences of mathematics. Data was collected through observations, journals, conversations, interviews, and surveys, and then analyzed using a grounded theory model. A number of themes emerged, the strongest being those related to teachers’ increased awareness, interpretation, and support of children’s explorations in mathematics during play. This project provides an example of a successful model of teacher development for early childhood educators, and contributes to the growing field of research in mathematics education related to teacher noticing, but at the preschool level. Further, with the introduction of full day kindergarten and the emphasis on play based learning this project provides many rich examples of the mathematics present in children's every day play that can be used in future teacher development.

This action-based, qualitative research project involving 7 early childhood educators working in a well-established preschool child care program examined the influences of job-embedded professional development on children’s experiences of mathematics. Data was collected through observations, journals, conversations, interviews, and surveys, and then analyzed using a grounded theory model. A number of themes emerged, the strongest being those related to teachers’ increased awareness, interpretation, and support of children’s explorations in mathematics during play. This project provides an example of a successful model of teacher development for early childhood educators, and contributes to the growing field of research in mathematics education related to teacher noticing, but at the preschool level. Further, with the introduction of full day kindergarten and the emphasis on play based learning this project provides many rich examples of the mathematics present in children's every day play that can be used in future teacher development.

The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum saw the disappearance of Physical Education for pupils under the age of seven in Wales. Physical Education is acknowledged as more than the development of physical competence, being part of a process concerned with lifelong physical, intellectual, social and emotional learning accrued through a range of physical activities, in a variety of contexts (Doherty and Brennan, 2008). As such a goal of Physical Education is physical literacy, (Hardman, 2011; Talbot, 2007). In light of this, this research set out to explore the contribution of the Foundation Phase to the development of children’s physical literacy. In order to achieve this, a three-phase complementarity mixed-methods design (Greene et al., 1989) was used to generate data over two years in selected schools in Wales. The schools were found to be enacting the Foundation Phase with fidelity to the original aims of the policy makers by demonstrating the key features of play-based active learning, focused adult-led sessions, child-initiated learning, and use of the outdoors for learning. In so doing they were deemed to be successful in achieving the aim of the Foundation Phase of developing independent, motivated active learners. The Foundation Phase was also found to be supporting the development of children’s cognitive development with good levels of achievement in literacy and numeracy assessments. The playful pedagogy observed in the schools enabled the pupils to have autonomy in their learning. Pupils were motivated, active and engaged in embodied learning both indoors and outdoors. The findings indicated that the Foundation Phase was making a positive contribution to the development of children’s physical literacy.

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Denna studie undersöker hur lärare i fritidshem arbetar med lek som ett grundläggande pedagogiskt verktyg i fritidshemmets undervisning för att uppfylla de riktlinjer och mål som anges i fritidshemmets läroplan (Läroplanen för förskoleklass, grundskolan och fritidshem 22 kap. 4, 2022 [Lgr 22, 2022]). Genom en kvalitativ studie intervjuades lärare i fritidshem om deras metoder för att planera och genomföra lekbaserad undervisning enligt Skolverkets riktlinjer (Lgr 22, 2022) och vilka hinder de möter i den vardagliga praktiken. Resultatet av studien visar att trots flera försök från Skolverket att skapa tydligare riktlinjer i fritidshemmets läroplan, finns det fortfarande ett behov av ytterligare förtydliganden.  Resultaten betonar också hur viktigt det är att lärarna har kompetensen att tolka läroplanen och anpassa sin undervisning så att den fungerar i praktiken och samtidigt uppfyller läroplansmålen. Genom en djupare insikt i dessa resultat kan förståelsen för kollegialt lärande, fortbildning och utveckling av lekbaserad undervisning i fritidshemmets undervisning förbättras. / This study examines how after-school care teachers use play as a fundamental pedagogical tool in after-school teaching to meet the guidelines and goals outlined in the after-school curriculum (Curriculum for the Preschool Class, Compulsory School, and After-School Center, Chapter 22, Section 4, 2022 [Lgr 22, 2022]). Through a qualitative study, after-school care teachers were interviewed about their methods for planning and implementing play-based teaching according to the guidelines of the Swedish National Agency for Education (Lgr 22, 2022) and the obstacles they face in everyday practice. The study's results show that despite several attempts by the Swedish National Agency for Education to create clearer guidelines in the after-school curriculum, there is still a need for further clarification. The results also emphasize the importance of teachers having the competence to interpret the curriculum and adapt their teaching so that it works in practice while also meeting curriculum goals. A deeper insight into these results can enhance the understanding of collegial learning, professional development, and the advancement of play-based teaching in after-school education.

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Current policy to extend early childhood education by placing grade R in public primary schools is politically, economically and educationally motivated. Quality education in grade R has definite long term economic advantages and could ensure equal educational opportunities. The educator is a key factor in this issue and her perception of her work life determines to a large extent the success of the initiative. The work fulfilment of the grade R educator is approached in this research from a labour law perspective and was conducted in the field of Education Law. The philosophic base of Education Law is found in the German educational term geborgenheit, which refers to the safety and security of all role players in education. The experience of security is regarded as a prerequisite for work fulfilment. The Constitution, education legislation, labour law, relevant case law and the common law were studied as legal determinants for work fulfilment. A qualitative enquiry into educators’ perceptions of their work life was conducted amongst participants in a specific area, which included schools from different socio–economic and cultural backgrounds. The essence of the findings is that, in spite of the existence of legislation which in principle should provide for physical and psychological security, educators still experience insecurity and therefore a lack of work fulfilment because of the ineffective implementation of law and policy. Widespread ignorance regarding the nature of quality education in grade R exists and the insistence on educator centralised teaching limits the work fulfilment of especially well–trained educators. Awareness of the advantages of a play based, whole–child approach has to be developed. This approach, as well as knowledge of legal determinants, promote work fulfilment, since both serve the best interests of the child as well as the educator. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.