Examining Teachers’ Opinions on Unstructured Play in Preschool Education

Merve Özgünlü, Mefharet Veziroğlu Çelik

Abstract


The purpose of study is to investigate early childhood education teachers’ classroom practices and their definitions and practices of unstructured (free) play. The data were collected from early childhood education teachers via “Play Evaluation Form” that was prepared by the researchers. The data were analyzed with descriptive statistics and Spearman rank correlation analysis. The results of the analyses showed that teachers define play as a learning activity, enjoyment, children’s self-expression, and developmental support. Also, teachers involve children’s unstructured/free play as a play enhancer, stage manager, problem solver, observer and supporter. The findings are discussed in the light of the related literature.


Keywords


unstructured play;free play;early childhood education;teacher’s role

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References


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DOI: https://doi.org/10.24106/kefdergi.2389

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