Perceptions of Educational Priorities in Preschool and Elementary Schools: Implications for Play and Practice

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Teacher Perspectives (Table 9)

Abstract

This study surveys undergraduate and graduate education and psychology majors to understand their beliefs about educational priorities for preschool and elementary children and perceived threats to their development. Over the past three decades, US schools have shifted from play-based learning to direct instruction and frequent assessments. This shift has reduced play in K-3 classrooms despite its importance for child development. Preliminary mixed analysis results show significant differences in educational priorities based on age group, highlighting the need for balanced strategies that incorporate play and academic learning. Understanding these beliefs is crucial for developing proactive educational strategies that balance academic rigor with developmental appropriateness, ultimately serving the best interests of children in both preschool and elementary settings.

Authors

• Karyn A. Allee, Mercer University

• Taylor Mule, University of Memphis