Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Laura Jones

Keywords

developmentally appropriate practice, play-based pedagogy, play, preschool, directors

Disciplines

Education

Abstract

The purpose of this hermeneutical phenomenological study was to describe and interpret the beliefs, education, experiences, and perceived barriers to implementing play-based pedagogy in preschool programs among preschool directors. Froebel’s theory on play and Dewey’s experiential learning theory guided this study. The central research question was: What are the beliefs, education, and experiences of preschool directors in implementing play-based curricula in preschool programs? The design of this study employed a hermeneutical phenomenological approach. Therefore, criterion sampling was used to select participants. The sample consisted of 12 current and previous preschool directors who currently work in or have worked in childcare programs offering preschool within the United States or territories. Data were collected through individual interviews, focus group interviews, and written hypothetical letters. Individual and focus group interviews were video- and audio-recorded with transcriptions. Transcriptions and hypothetical letters were carefully analyzed through coding and the assignment of themes. Essences were written, and data were interpreted. The interpretations of these findings revealed that play fosters learning through real-life and imaginary experiences, directors and educators hold many roles within the play environment, and misconceptions are the root of many existing barriers. While there were several implications that arose from these findings, there were two that broadly covered most of them: play is learning, and play must be defended.

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