Abstract

With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.

Details

Title
The Power of Play: A Case Study on How Play-Based Learning Can Affect the Oral Language and the Social and Emotional Development of Students in the Kindergarten Classroom
Author
Peaslee, Charla D.
Publication year
2022
Publisher
ProQuest Dissertations & Theses
ISBN
9798351431833
Source type
Dissertation or Thesis
Language of publication
English
ProQuest document ID
2714474088
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.