Assessing Teachers' and Administrators' Perceived Supports and Barriers to Play in Transitional Kindergarten

• In Event: Poster Session 8
  In Poster Session: Research in Early Education and Child Development

Abstract

Study purpose was to investigate teacher and administrators’ beliefs on the use of developmentally appropriate practices (DAP) and value of play in Transitional Kindergarten classrooms. Study data included a shortened version of Teacher Belief Scale (TBS; Leung, 2012) and a researcher-developed measure of educators’ perceived value of play. Empirical evidence on the psychometric properties of TBS scores questioned its utility to assess DAP beliefs, whereas the specificity of the play measure resulted in psychometrically sound scores and notable differences in the perceived value of play across teachers and administrators. Results are discussed in relation to research on teacher beliefs and the measurement of perceived value of play. Implications to practice and research are discussed.

Authors

• Sarah Futrell Baron, Bakersfield College

• Jason C. Immekus, University of Louisville