Peekaboo! Where is play? is a qualitative study that explores the extent kindergarten teachers implement play in light of increasing academic expectations. The increase in academics in young children’s schooling and the benefits of play have been well-documented. Unlike most of the research on play, this study was conducted in a town in the northeast region of the United States.
Through questionnaires, interviews, and the kindergarten classroom schedules as the primary data collection of this case study, twenty-two active kindergarten teachers agreed to participate. The study centralized around three guiding research questions:
1) How have kindergarten teachers designed times for play, if at all?
2) How do kindergarten teachers’ views on play inform their practice?
3) What are the resources necessary for kindergarten teachers to maximize the educational benefits of play?
An analysis of online questionnaires, weekly class schedules, and follow-up interviews allow the researcher to get an insight into the participants’ practice.
The significant findings were grounded in the constructivist theory of learning. All the participants claimed to have adopted a learning-through-play methodology. They chose to implement time for play, providing a rich learning environment where students could interact cognitively and socially. Since the participants believed play to be an organic part of development and a tool for learning, teachers switched to a facilitator role during play. At the same time, children were led by their curiosity and interest. Participants also included elements of play in their teacher-directed lessons. However, they needed the district's unwavering support in professional development, financial resources, collegial assistance, and teacher input to maximize and sustain the benefits of play in their classroom. / 2025-05-16T00:00:00Z
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/46207 |
| Date | 16 May 2023 |
| Creators | Ferdinand, Dominique |
| Contributors | Smith-Mumford, Pipier |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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