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Barriers to Play-based Instructional Practices in Prekindergarten Programs.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Barriers to Play-based Instructional Practices in Prekindergarten Programs./
Author:	Rose-Turriglio, Tina.
Description:	1 online resource (151 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355216592

Barriers to Play-based Instructional Practices in Prekindergarten Programs.
Rose-Turriglio, Tina.

Barriers to Play-based Instructional Practices in Prekindergarten Programs. - 1 online resource (151 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Prekindergarten educators face the challenges of balancing play-based developmentally-appropriate curriculum while meeting standards and curriculum mandates. As curriculum expectations continue to be pushed down from kindergarten, play-based practices continue to disappear from prekindergarten programs. This study describes the barriers that 12 prekindergarten programs face in implementing play-based practices. The programs included four Head Start, four Community Based Early Education, and four public school classrooms. The classrooms were all urban classrooms located in Upstate New York. Teachers in each of the classrooms through a semi-structured interview reported the hours per day in their classrooms devoted to play-based experiences, curriculum and standard mandates required in their program, and the training experiences they had in play-based instruction. Additionally, an inventory of materials in each of the classrooms was completed using a reliable and standardized environment rating scaled for prekindergarten classrooms to determine if classrooms had the minimal equipment required for play-based instructional practices. Key results showed several barriers for implementation of play-based practices including lack of training about the play-based approach, a lack of materials in some classrooms to support experiences, and the push down of curriculum mandates. Based upon these findings, it is recommended that teachers receive training in the approach, an inventory of supplies be done in each room and additional materials be placed in learning centers or be purchased to allow for experiences, and daily schedules are reevaluated and adjusted to ensure enough time to engage in daily experiences. Future research could look more in depth at the quality of play experiences students are having in prekindergarten classrooms to ensure that instructional opportunities are being created through play experiences by the teachers in the classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355216592Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Barriers to Play-based Instructional Practices in Prekindergarten Programs.
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504 $a Includes bibliographical references
520 $a Prekindergarten educators face the challenges of balancing play-based developmentally-appropriate curriculum while meeting standards and curriculum mandates. As curriculum expectations continue to be pushed down from kindergarten, play-based practices continue to disappear from prekindergarten programs. This study describes the barriers that 12 prekindergarten programs face in implementing play-based practices. The programs included four Head Start, four Community Based Early Education, and four public school classrooms. The classrooms were all urban classrooms located in Upstate New York. Teachers in each of the classrooms through a semi-structured interview reported the hours per day in their classrooms devoted to play-based experiences, curriculum and standard mandates required in their program, and the training experiences they had in play-based instruction. Additionally, an inventory of materials in each of the classrooms was completed using a reliable and standardized environment rating scaled for prekindergarten classrooms to determine if classrooms had the minimal equipment required for play-based instructional practices. Key results showed several barriers for implementation of play-based practices including lack of training about the play-based approach, a lack of materials in some classrooms to support experiences, and the push down of curriculum mandates. Based upon these findings, it is recommended that teachers receive training in the approach, an inventory of supplies be done in each room and additional materials be placed in learning centers or be purchased to allow for experiences, and daily schedules are reevaluated and adjusted to ensure enough time to engage in daily experiences. Future research could look more in depth at the quality of play experiences students are having in prekindergarten classrooms to ensure that instructional opportunities are being created through play experiences by the teachers in the classrooms.
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