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The Lived Play Experiences of Kindergarten Teachers : = An Interpretative Phenomenological Analysis.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Lived Play Experiences of Kindergarten Teachers :/
其他題名:	An Interpretative Phenomenological Analysis.
作者:	Holman, Robin Terrell.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-05, Section: A.
Contained By:	Dissertations Abstracts International78-05A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369321036

The Lived Play Experiences of Kindergarten Teachers : = An Interpretative Phenomenological Analysis.
Holman, Robin Terrell.

The Lived Play Experiences of Kindergarten Teachers :An Interpretative Phenomenological Analysis. - 1 online resource (129 pages)

Source: Dissertations Abstracts International, Volume: 78-05, Section: A.

Thesis (Ed.D.)--Walden University, 2016.

Includes bibliographical references

Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781369321036Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Choice based playIndex Terms--Genre/Form:

554714
Electronic books.

The Lived Play Experiences of Kindergarten Teachers : = An Interpretative Phenomenological Analysis.
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504 $a Includes bibliographical references
520 $a Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.
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653 $a Play experiences
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