Juxtaposing Viewpoints of Administrators and Teachers on the Perceived Value of Play

• In Event: Roundtable Session 48
  In Roundtable Session: Understanding and Facilitating Children's Play in Early Childhood Classrooms

Abstract

This mixed-methods study investigated developmentally appropriate practice (DAP) beliefs of administrators and Transitional Kindergarten (TK) teachers. Specifically, the perceived barriers and supports for using play within the elementary classroom were examined. Survey data of teachers and administrators indicated diverse beliefs towards perceived value of play. Semi-structured interview data found commonality in how administrators and teacher conceptualize play and DAP strategies, while also identifying areas in which TK teachers struggled with the implementation of play-based activities. Results are discussed in context of the juxtaposing viewpoints of administrators and teachers on the perceived value of play within early childhood education. Implications to practice and research are discussed.

Authors

• Sarah Futrell Baron, Bakersfield College

• Jason C. Immekus, University of Louisville