Classroom Play in Preschool and Early Elementary Schools: Understanding Teacher Perspectives

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Multiple Approaches to Play Research (Table 5)

Abstract

Opportunities for play are critical for children’s development. However, recent evidence suggests that classroom-based play opportunities may be decreasing. The aims of this study were to understand children’s opportunities for play in preschool and early elementary school, and how they differ. We additionally examine differences in teachers’ beliefs about play given the key role beliefs play in instructional decision-making. Our results (n=168) suggest that teachers provided more opportunities to engage in play in the preschool years as compared to the early elementary years, except when play is technology-based. Additionally, preschool teachers were more likely to believe that play should be child-led or involve child choice. Teachers across grades endorsed items about the importance of play for children’s learning and development.

Authors

• Kelly Purtell, The Ohio State University

• Rachel E. Schachter, University of Illinois at Chicago

• Yuenjung Joo, University of Nebraska - Lincoln