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Play then and now: a narrative study of early childhood teachers’ play histories and practices

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TitleInfo
Title
Play then and now: a narrative study of early childhood teachers’ play histories and practices
Name (type = personal)
NamePart (type = family)
Clark
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Katelyn
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Katelyn Clark
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author
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Lobman
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Carrie
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Carrie Lobman
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Advisory Committee
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chair
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Ryan
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Sharon
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Sharon Ryan
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Advisory Committee
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internal member
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Hyland
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Nora
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Nora Hyland
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Advisory Committee
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internal member
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Perone
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Anthony
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Anthony Perone
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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School of Graduate Studies
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school
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Text
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theses
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2019
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2019-05
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
While advocacy efforts for a child’s right to play have been significant over the past decade, these efforts have not necessarily translated into teaching practices within the current academic climate (Falk, 2012; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009; Miller & Almon, 2009). If teachers are a key piece in what is to be considered quality play experiences for young children (Hadley, 2002; Hirsh-Pasek et al., 2009; Jones & Reynolds, 2011; Kontos, 1999; Korat, Bahar & Snapir, 2003), teachers’ perceptions of and experiences with play move to the fore as an important part of what is considered their “play pedagogy” (Ryan & Northey-Berg, 2013, p. 4).
The purpose of this narrative study is to uncover and describe the ways in which teachers’ personal play histories inform their facilitation of, provision for, and perceptions of dramatic play in their classroom. These descriptions were framed by research questions that sought to illuminate how past relationships with play have an impact on the present: How do teachers understand the relationship between their personal play histories and their practices in the classroom? How do teachers interpret play both personally and professionally? How do teachers facilitate for play? How does participating in the reflective process continue to shape teachers' perceptions of play in their classrooms or their facilitation of play? Qualitative data was collected via semi structured interviews, in classroom observations and one focus group. Narrative analysis was conducted by individual case to create a play history narrative and across the four cases to examine commonalities. This analysis created space for four vivid descriptions of a history with play, and the development of a model that illustrated the reflective process of play history narrative as a vehicle for pedagogical change.
This study’s findings highlight play history creation as a powerful reflective tool for teachers. Considering this reflective process as a builder of teacher identity and a key piece in the development of their personal practical knowledge (Clandinin & Connelly, 1988), creates space for the use of personal play narrative with both pre-service and in-service teachers.
Subject (authority = RUETD)
Topic
Education
Subject (authority = LCSH)
Topic
Early childhood education
Subject (authority = LCSH)
Topic
Play
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_9733
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application/pdf
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text/xml
Extent
1 online resource (viii, 145 pages) : illustrations
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-cj24-kw17
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Clark
GivenName
Katelyn
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-09 11:38:45
AssociatedEntity
Name
Katelyn Clark
Role
Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2019-04-09T15:28:45
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2019-04-09T15:28:45
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