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


Graduate Studies

Committee Chair

Aaron Peterson


Play-based learning, teacher's role, child's role, hijacking play



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.

Abstract only: No full text available.