Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms
Open Access
- Author:
- Murillo, Lloydia Krystal
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- December 07, 2017
- Committee Members:
- Dr. James E. Johnson, Dissertation Advisor/Co-Advisor
Dr. James E. Johnson, Committee Chair/Co-Chair
Dr. Jacqueline Reid-Walsh, Committee Member
Dr. Esther Prins, Committee Member
Dr. Allison Henward, Outside Member - Keywords:
- Belizean education
Play pedagogy
Belizean preschool
Play perceptions
Cultural studies in education
Developmentally and culturally appropriate practice (DCAP) - Abstract:
- This study investigates the conditions that benefit and hinder preschool education and preschool teacher’s knowledge of and use of play in early education within the culture of Belize, using case studies of two preschool teachers. Studies show that positive attitudes toward play in the preschool classroom are more likely to be adopted by preschool teachers who have received training and education in play pedagogy (Johnson, Sevimli-Celik, & Al-Mansour, 2013; Ridgway & Quinones, 2012; Quinones & Ridgway, 2015). These case studies present a cultural perspective of early childhood education and the use of play among two preschool teachers in Belize. Teachers were selected from preschools in a rural and urban setting in Belize. No significant differences in teaching philosophy and practice related to this study were found between the rural and urban sites. The methods of this study included collecting observations, interviews and artifacts from the study participants. As yet, a qualitative study of play pedagogy of preschool teachers in Belize has not been conducted. This study addressed the need to highlight culture in understanding the dynamic early educational experiences of young children in diverse communities. Names of all study participants and locations have been changed to protect identities. As preschool teachers, their lived experiences reflect on the early childhood teaching profession, and their daily triumphs and challenges. Each preschool teacher’s unique case illustrated how they understand and enact play pedagogy. The case studies reflected the understanding of each preschool teacher in regard to play and their approaches to play pedagogy and the constraints and affordances that facilitated or prevented desired practices. Teachers reflected a desire to gain more knowledge and training in the field of play pedagogy. Teachers also desired greater access to play based learning materials as resources were limited in their classrooms. Collecting their stories provided an illustrative lens of the practical experiences of those involved in the cultural setting of Belize.