Date

11-13-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Heather Strafaccia

Keywords

play-based learning, experiential learning, early learning, guided play, dramatic play, student-initiated play

Disciplines

Curriculum and Instruction

Abstract

The purpose of this phenomenological study was to describe the lived experiences of implementing play-based learning for teachers at early childhood settings in Georgia. The theory guiding this study was Jon Dewey’s theory of experiential learning, as it addressed the significance of children learning through play. The Central Research Question was: What are the experiences of teachers implementing play-based learning in early childhood settings in Georgia? A qualitative methodology approach utilizing transcendental phenomenology was taken to describe the lived experiences of 13 teachers implementing play-based learning. The setting included early learning centers and schools in Georgia. A combination of snowball and purposeful criterion sampling was used. Data collection began with individual interviews, followed by focus groups, and ended with journal entries to truly capture the participants' experiences. Data was analyzed using Moustakas’s framework. Participants described their lived experiences implementing play-based learning as a natural and developmentally appropriate way to engage students in the learning process. Additionally, they shared that time, access, and a lack of understanding as barriers to implementing play-based learning.

Download

Share

COinS