Exploring Preschool Teachers’ Perspective on Integrating Play in Early Childhood Education

Yong, Zhi Cheng Exploring Preschool Teachers’ Perspective on Integrating Play in Early Childhood Education. Integrating Play in Early Childhood Education. (Unpublished)

Text YONG ZHI CHENG REA.pdf Restricted to Registered users only Download (5MB)

Abstract

This study was conducted to explore preschool teachers' perspectives on integrating play in early childhood education. Respondents participated in semi-structured interviews regarding the benefits of play for young children, strategies used by teachers to implement play-based learning, and the obstacles faced during its implementation in the classroom. The results showed that play can enhance children’s social, cognitive, physical, and emotional development. Most teachers were able to incorporate play into the classroom through various methods, such as role-play, sensory play, free social play, and integrating play into daily schedules. However, they faced obstacles including time constraints, limitations in resources, materials, and space, children with special needs, parents’ understanding, concerns about discipline, and external pressures in implementing play in early childhood education. Teachers addressed these challenges by bringing play into the classroom, managing time effectively, maximising resources, seeking school support for budget, materials, and space, communicating with parents, and discussing their difficulties with colleagues meetings.