Identifying Tensions Among Teachers' Perspectives and Practices in Play-Based Kindergarten Using a Teacher Belief Q-Sort

• In Event: Teacher Perspectives About Classroom Practices

Abstract

Play is recognized as a key component of early education, however diverse views are held on what constitutes play-based learning, its connection to academic learning, and the role of teachers in its implementation. This study examined the relationship between teachers’ priorities, perspectives, and classroom practice. Twenty kindergarten teachers participated in a Q-sort task, prioritizing beliefs about play, teacher role in play, literacy development, and self-regulation. Teachers’ explanations and decision-making processes and observations were collected to identify in-class practice. Qualitative thematic analysis of Q-sort priorities and observations revealed tensions between teachers prioritized statements and practice. Teachers hesitate to name play as the locus of learning and, though acknowledging their role in play as necessary, favoured direct instruction outside of play.

Authors

• Ellen Fesseha, University of Toronto

• Betul Alaca, University of Toronto

• Christina Moore, University of Toronto - OISE

• Angela Pyle, University of Toronto - OISE

• Rhonda Lynne Martinussen, OISE/University of Toronto