Date Approved

8-6-2024

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)

Degree Program

College of Education

First Advisor

Dr. Kathryn Ohle

Second Advisor

Dr. Sherie Klee

Academic Year

2023/2024

Abstract

Play is a research-based, developmentally appropriate practice for children, supporting both their social-emotional development and academic learning, but there exists differences between Early Childhood Education (ECE) teachers in how play is viewed and used. ECE teachers’ perspectives on the purpose of play affects the practices they implement in their classrooms. If educators have limited perspectives on the purpose of play, they are not likely to implement or advocate for certain, necessary types of play and play-based learning in their classrooms. This is especially pertinent when the pressure to teach standards through formal instruction is present in many ECE classrooms. This project aims to provide a professional development for in-service ECE teachers to shift their perspectives to view play and play-based learning as beneficial for learning and development. Research shows that engaging adults in first-hand play experiences, reflections, and discussions, is effective in shifting their perspectives to one that views play and play-based learning as valuable to students’ developmental and academic skills. The professional development builds on the research to utilize play pedagogies with in-service teachers to build their understanding and value of play and play-based learning through their own first-hand play experiences and connecting their own play experiences to that of children’s experiences. Shifting educators’ perspectives on the purpose of play will lead to children receiving developmentally appropriate practices to support their academics and overall development through a range of different play and play-based learning types implemented in their classrooms.

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