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Teachers’ Perceptions of Play-based Pedagogy in the Infant Classroom
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Dissertation
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2024
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Abstract
This research dissertation investigates the implementation and impact of play-based learning in infant education through an interpretive qualitative paradigm. Utilising a convenience purposive sample of five teachers, the study explores educators' perceptions, experiences, and practices related to play-based learning. Data were collected through semi-structured interviews allowing for in-depth, thematic analysis of the contextual and personal factors influencing teaching methodologies and practices. Findings reveal a spectrum of understandings, practices and interpretations of the role of the teacher in play-based learning. The study contributes to the discourse on educational best practices, offering insights into enhancing children’s engagement and learning outcomes through play.
Keywords
infant education, play-based learning, educational best practice