The importance of play has been a recent topic of interest in early childhood education. However, there has been a shift away from play in recent years due to push down academics and concerns for Kindergarten readiness. Teacher perspectives are important because they affect their practice; however a limited amount of research regarding teacher perceptions of play exists. Through a modified replication of a previous study (Manwaring, 2011), the current research sought to investigate the perceptions of play held by early childhood special education professionals. Semi-structured interviews were conducted with four professionals and qualitatively analyzed to determine themes. Findings closely mirrored to those of the original study as participants were found to be knowledgeable of play as a developmentally appropriate practice, seek to implement play within their classrooms, and make adaptations when necessary. The obstacles to play were also mentioned, including the restriction of play due to academic activities. Implications of the findings as well as recommendation for future action are discussed.
|Commitee:||Borden-King, Lisa, Garnes, Lori|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/01M(E), Masters Abstracts International|
|Subjects:||Early childhood education, Special education|
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