(Dis)connections Between Play and Learning in Kindergarten Classrooms

• In Event: Roundtable Session 48
  In Roundtable Session: Transition to Kindergarten: Predictors and Practices

Abstract

Although play has been championed as an effective pedagogical approach, teacher directed academic learning in kindergarten is taking precedence. This study used interview data to gather kindergarten students’ and teachers’ perspectives about the (dis)connection between play and learning in kindergarten classrooms. While prior research indicates that educator intervention is needed to scaffold children’s learning during play, our results demonstrate that not all educators shared this perspective and their students, in turn, did not see the learning potential of play. Conversely, other educators in this study illustrated that this can be done and their students’ perspectives illustrated the possibility that play-based learning can be both academically fruitful and fun.

Authors

• Angela Pyle, University of Toronto - OISE

• Betul Alaca, University of Toronto

• Ashley Bigelow, University of Toronto

• Adam Davies, University of Toronto