The Challenges of Integrating Play-Based Learning in Kindergarten Education (Poster 32)

• In Event: AERA Poster Session Six
  In Poster Session: Division H Poster Session on Applied Research in Schools

Abstract

Play in early childhood is key to children’s physical, social, emotional, and brain development (Ginsburg, 2007; Miller & Almon, 2009). However, few learning standards include play, and time for play has eroded (UNICEF, 2018). One research practice partnership investigated play in kindergarten classrooms using a mixed-methods study with teachers. Teachers perceived conflicts between required instructional minutes, academic standards, and play-based learning. They also requested training, particularly for administrators. Teachers supported the importance of play in kindergarten education, with 92% of teachers saying that play was either fully or somewhat integrated into their classrooms. While standards and values are an important first step for integrating play-based learning, findings suggest that curricular flexibility and training for teachers and administrators are also needed.

Authors

• Sue Romas, University of Portland
  Presenting Author

• Bethany Cavanaugh, All Hands Raised
  Presenting Author

• Christopher Merideth, University of Portland
  Presenting Author

• Nicole Soriano, University of Portland
  Presenting Author

• Nicole Ralston, University of Portland
  Presenting Author

• Emily Glasgow, Portland Public Schools
  Presenting Author

• Jacqueline C. Waggoner, University of Portland
  Presenting Author