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The Lived Play Experiences of Kindergarten Teachers: an Interpretative Phenomenological Analysis Robin Terrell Holman Walden University

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The Lived Play Experiences of Kindergarten Teachers: an Interpretative Phenomenological Analysis Robin Terrell Holman Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis Robin Terrell Holman Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Robin Terrell Holman has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Darragh Callahan, Committee Chairperson, Education Faculty Dr. Maryanne Longo, Committee Member, Education Faculty Dr. Maureen Ellis, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis By Robin Terrell Holman MA, University of Maine, 2003 BS, University of Southern Maine, 1991 Doctoral Study Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education Walden University October 2016 Abstract 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. The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis By Robin Terrell Holman MA, University of Maine, 2003 BS, University of Southern Maine, 1991 Doctoral Study Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education Walden University October 2016 Dedication I dedicate this paper to the hundreds of young children who have taught me the value of play. Acknowledgments First and foremost, I want to thank the hundreds of young children that have become my greatest teachers. I offer deep gratitude to my husband Brian who diligently supported the highs and lows of this process. Thank you for being my hero! Many thanks to my parents William and Catherine who have always given me the space to pursue my passions and interests. The words of wisdom and encouragement from Beth, Gina, Karen, Claudette, Mary, Debbie, Pat, Laura, Lynda, and Carol have kept me afloat when the process felt challenging. I express graditude to Nancy who allowed space for kindergarten teachers to explore the educational potential of children’s play. Lastly, Namaste to my committee chairs Dr. Darragh Callahan and Dr. Maryanne Longo. My journey was paved with your understanding, knowledge, patience, and passion for play in early childhood classrooms. I feel honored to have worked under your guidance. I am blessed to have supportive and compassionate people in my life. Table of Contents Section 1: Introduction to the Study ................................................................................... 1 Introduction ..................................................................................................................... 1 Background ..................................................................................................................... 2 Problem Statement .......................................................................................................... 4 Purpose of the Study ....................................................................................................... 4 Research Questions ......................................................................................................... 5 Nature of the Study ......................................................................................................... 5 Conceptual Framework ................................................................................................... 6 Operational Definitions ................................................................................................... 7 Assumptions, Limitations, and Delimitations ................................................................. 8 Assumptions ................................................................................................................ 8 Limitations .................................................................................................................. 8 Delimitations ............................................................................................................... 9 Significance of Study ...................................................................................................... 9 Summary ....................................................................................................................... 10 Section 2: Literature Review ............................................................................................ 11 Introduction ................................................................................................................... 11 Conceptual Framework ................................................................................................. 12 Literature Search ........................................................................................................... 14 Literature Review .......................................................................................................... 14 The Types of Play and the Stages of Play ..................................................................... 17 Functional Play ......................................................................................................... 17 i Constructive Play ...................................................................................................... 18 Dramatic Play ............................................................................................................ 19 Social Participation ................................................................................................... 20 The Influence of Play on Child Development and Early Learning .............................. 22 A Therapeutic Connection to Play ................................................................................ 23 A Social Emotional Connection to Play ....................................................................... 27 A Cognitive Connection to Play ................................................................................... 30 The Teacher’s Role in Play ........................................................................................... 32 Teacher Perceptions of Play .......................................................................................... 36 Summary ....................................................................................................................... 38 Section 3: Research Method ............................................................................................. 40 Introduction ................................................................................................................... 40 Research Design and Rationale .................................................................................... 40 Methodology ................................................................................................................. 42 Context .......................................................................................................................... 43 Participant Selection and Access to the Participants ................................................ 44 Ethical Considerations .............................................................................................
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