Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Iremena FelixOuorimuo

Keywords

play-based learning, executive function, School readiness, Sociocultural theory

Disciplines

Elementary Education

Abstract

The purpose of this multiple case study was to explore the perspectives of integrating play with standards for promoting executive functions in kindergarten in two different schools in Japan. For this research, the integration of play with standards is defined as directed goals and expectations from governing schools/districts while still allowing child-centered, hands-on, collaborative play in kindergarten. The theory guiding this study is sociocultural theory. The central research question is: How do teachers implement developmentally appropriate activities that support executive functions for school readiness in two different kindergarten programs in Japan? This multiple case study explored the challenges and successes experienced by kindergarten teachers in play-based and academic-based kindergarten programs in Japan. This inquiry is rooted in social constructivism and pragmatism. A qualitative approach was used to gain the perspective of the participants currently in the field of education for insight into potential ways to merge both play and academic approaches to teaching and learning for future kindergarten programs. A multiple case study design was used for this research to relate a variety of cultures and the role of play-based and academic instruction with the cultures of people within the communities of the schools they serve. The findings underscore the continued relevance of Vygotsky’s sociocultural theory, showing that a well-rounded educational approach of integrating language, holistic teaching, play, academics, and peer collaboration fosters cognitive growth and strengthens executive function.

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