Using Latent Profile Analysis to Explore Educator Perspectives of Play-Based Learning

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

Abstract

Studies of play-based learning (PBL) perspectives have primarily relied on qualitative data collection and analysis methods (e.g., semi-structured interview) to understand how educators see the value of PBL. This study explored the use of a mixture modeling method of data clustering, latent profile analysis, to explore how educators understand the value and use of play for children’s learning. Results showed three latent class profiles best exemplified the distribution of perspectives, free play, hesitant guided play, and educator-directed play. These findings offer support to the study of PBL using statistical methods of exploring group perspectives that, in combination with common qualitative methods for exploring classroom experiences, could contribute to and provide more robust understandings of how play supports children’s learning.

Authors

• Ellen Fesseha, University of Toronto

• Angela Pyle, University of Toronto - OISE