A Case Study of Teachers Implementing Guided Play in Early Childhood Classrooms

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Various Approaches of Play-Based Teaching and Learning (Table 9)

Abstract

This mixed-methods case study examines the processes that preschool, kindergarten and 1st grade teachers used in implementing guided story play their classrooms during the 2021-2022 school year. Data from three surveys, two focus groups, 34 classroom observations, and 27 video recordings were used to explore teacher’s perceptions of the value of guided play, barriers, and successful strategies they developed. Results are compared to features of activities that comprise an optimal learning environment, and a stage theory of teacher development.

Author

• Muriel K. Rand, New Jersey City University
  Presenting Author