An Examination of Teacher and Student Control During Story-Based Guided Play in Preschool Classrooms (Poster 24)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Poster Session for the Special Interest Group "Research in Reading and Literacy" SIG 11

Abstract

This qualitative study investigates how preschool teachers manage and share control during story-based guided play sessions in naturalistic classroom settings. Grounded in the Active View of Reading (Duke & Cartwright, 2021) and the continuum of play-based learning (Pyle & Danniels, 2017), the research explores the interplay between teacher guidance and student control. Data were collected from 30 video-recorded play sessions across ten teachers, supplemented by surveys, focus groups, and field notes. Analysis reveals that while 53% of sessions were predominantly teacher-directed, a third achieved a balanced collaborative play. The study identifies key factors—such as group size, materials, and role assignment—that influence the distribution of control. Findings highlight the need for professional development to enhance the effectiveness of guided play.

Authors

• Muriel K. Rand, New Jersey City University

• Angela Surace, Bridgeton Public Schools

• Stephanie Saul, Bridgeton Public Schools