Pre-service student-teachers' perceptions of play in the early childhood classroom after research analysis with discussion-case application: a sequential explanatory mixed methods approach
Ed.D. Educational Leadership
Educational Services and Leadership
College of Education
Johnson, Ane Turner
Committee Member 1
Manning, Joann B.
Committee Member 2
Sheppard, Mary E.
Early Childhood, Play, Pre-Service, Research
Play; Early childhood teachers--Training of
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Despite persuasive research demonstrating the importance of play in early childhood education, there is a problematic trend in early childhood classrooms of increased academics and high-stakes test preparation, with less opportunity for play (Brashier & Norris, 2008; Lynch, 2015; Nicolopoulou, 2011). This sequential explanatory mixed method study was designed to examine the impact and experience of participating in facilitated research analysis with discussion-case application on early childhood pre-service teachers’ knowledge of and attitude towards the role and value of play in the classroom, as well as their self-confidence in promoting developmentally appropriate play opportunities in the classroom. The findings indicate that research analysis with discussion-case application may serve as an effective strategy for reversing the disappearance of play in early childhood classrooms. Implications for modifying the single continuum model of developmental appropriateness are discussed as well as consequences for preparing pre-service teachers.
Resnick, Meredith, "Pre-service student-teachers' perceptions of play in the early childhood classroom after research analysis with discussion-case application: a sequential explanatory mixed methods approach" (2016). Theses and Dissertations. 585.