A Teacher's Role in Guiding Collaborative Play-Based Learning
Date of Award
Spring 5-14-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Aaron Peterson
Keywords
Play-based learning, teacher's role, child's role, hijacking play
Abstract
Abstract
The action research looks at what play-based learning is, a teacher’s role within its context, and how children view play and teachers’ roles. Implementing play-based learning in the classroom has proven difficult for educators due to the uncertainty of what is considered play and what the teacher’s role should be within that context. With this research, the researcher looked at play experiences children were partaking in with their peers and adults in the classroom to determine a child-teacher collaborative relationship in play-based learning that helps guide play opportunities as opposed to ‘hijacking’ play experiences from the child for more teacher directed experiences. Observations were conducted in the classroom environment that transcribed what happened during play, how long the play lasted—once the child changes the setting, characters, or materials, the play ends—and how the adult or child entered the play. Each play experience was timed on a stop watch. From the observations collected it was found that the more teachers were involved in play the longer the play experience lasted.
Recommended Citation
Scullen, Mikaela, "A Teacher's Role in Guiding Collaborative Play-Based Learning" (2021). Dissertations, Theses, and Projects. 501.
https://red.mnstate.edu/thesis/501