A Hermeneutic Phenomenology Study Examining Teachers’ Perspectives on the Changing Face of Play in Kindergarten

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Summer 2021

Abstract

The purpose of this study was to examine the phenomena of play by exploring kindergarten teachers’ perceptions of play, specifically investigating teachers’ perspectives on the importance of play, the role of the educator in play, and the changing face of play in response to evolving academic standards. This study utilized the qualitative approach of hermeneutic phenomenology to both analyze and interpret the perception of teachers. The researcher conducted two interviews with each of the 10 kindergarten teachers to gather information on the lived experiences and perceptions of each participant regarding the phenomena of play. A thorough analysis was conducted to identify themes related to each of the research questions that were the basis of this study. This study helps bridge the gap between research and practice by gaining insight into the perceptions of kindergarten teachers regarding the phenomena of play through their lived experiences. The shared perceptions in this story align with the historical viewpoints of important philosophers regarding the importance of play in early childhood classrooms. The study demonstrates the profound beliefs that teachers share regarding the importance of play as a mechanism for learning.

Advisor

David Brown

Subject Categories

Curriculum and Instruction | Early Childhood Education | Education

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