Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Alexandra Barnett

Keywords

play-based learning, early childhood education, early learning standards

Disciplines

Education

Abstract

The purpose of this hermeneutical phenomenological study was to understand the early childhood education teachers’ lived experiences implementing play-based learning in the early childhood classroom setting in the Maricopa County region of Arizona. Play-based learning is defined as an instructional approach involving playful, child-directed elements planned for, facilitated, or capitalized upon by the educator cognizant of learning objectives that are standard-driven (Allee-Herndon et al., 2021). The theory guiding this study was Vygotsky’s social constructivism theory as it relates to the teachers’ lived experiences implementing the play-based learning pedagogy with the children in the classroom. The study design was hermeneutical phenomenological qualitative research. The design used a criterion sampling strategy where early childhood education teachers from the Maricopa Region in Arizona were selected due to their experience with the phenomenon in this study. The data collection included in-person interviews, a focus group, and an in-person observation of every ECE teacher who participated in the study. The data was transcribed and analyzed with the use of memoing and coding to determine themes that were identified. Six themes were identified: learning through play, play-based learning's impact on children, guided learning strategies, the role of the teacher in play-based learning, challenges with implementing play-based learning, and the development of the child in play-based learning. The study results and implications can assist administrators, stakeholders, and directors in supporting teachers who implement play-based learning pedagogy for young children.

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