Critical Construct Validation of the Perspectives on Play-Based Pedagogy Scale: Early Childhood Workers as Experts

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 4
  In Roundtable Session: Reconceptualizing Measurement, Classification, and Validity in Critical Quantitative Work

Abstract

Researchers assert ‘guided play’ is effective for teaching children. This critical quantitative scale development and construct validation study focused on early childhood workers’ perspectives on guided play, an aspect of play-based pedagogy. Infant to kindergarten educators (n=183) completed a 14-item scale representing current theory. Exploratory Factor Analysis revealed three dimensions, rather than one: child-led play (α=.67), teacher-guided play (α=.68), and teacher-led instruction (α=.78). Results suggest that educators hold different understandings of play-based pedagogy than theorists, perspectives are consistent across settings, and play-focused environments may be beneficial for children and emotionally supportive for educators. Further research is needed to incorporate workers’ expertise, increase reliability, identify why some children are afforded play, and expand critical approaches to measuremaking.

Author

• Phoebe Gilpin, Hunter College - CUNY