A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play

ABSTRACT

Despite numerous research findings that support play’s positive impact on children’s learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today’s kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers’ capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers’ capacity for implementing guided play practices. Implications and recommendations for future research are included.

KEYWORDS:

• Early childhood education
• guided play
• kindergarten
• professional learning
• self-assessment

Acknowledgments

The author would like to thank her dissertation chair, Dr. Jeanne Surface, for her guidance and support in the organization of this research. She would also like to thank her dissertation committee, Dr. Elliot Ostler, Dr. Kay Keiser, and Dr. Debora Wisneski, for their mentorship and ongoing feedback throughout the research process to facilitate this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).