Date

5-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Grania Holman

Keywords

special needs, play-based learning, readiness, accessible, early childhood education

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study is to understand what are the lived experiences of early childhood educators with providing play-based learning experiences in inclusive classrooms. The theory guiding this study is Jean Piaget’s Cognitive Development theory. This phenomenological study focused on understanding the perceptions and experiences of early childhood educators in regard to how play-based learning supports school readiness within early care and education environments. The focus of the study included educators who care for and teach children between the ages of birth to five years old within inclusive, state licensed early childhood learning environments located in the New River Valley. The central research question is what are the lived experiences of early childhood educators with providing play-based learning experiences in inclusive classrooms? The research design for this transcendental phenomenological study consisted of semi-structured individual interviews, a focus group and physical artifact reflection questions. Analysis strategies included the utilization of phenomenological reduction consisting of bracketing the topic and questions while horizontalizing the data. Triangulation across data collection methods was ensured. The findings within this study supported the position that play-based learning contributes to the successful growth and development of young children across developmental domains within inclusive early childhood classrooms.

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