Teachers' conceptions about play and its relation with development in childrens' education
DOI:
https://doi.org/10.5380/psi.v10i2.7686Keywords:
play behavior, child development, kindergartenAbstract
The present research aimed to characterize the conceptions that kindergarten teachers have about the importance of play as part of the educative process. A total of 81 teachers aged from 18 to 63 years took part in this research. A Likert-type scale, developed by researchers, was used to collect the data. The forty-two items were distributed into five categories: the concept of play; the relationship between play and learning; the role of the teachers in situations of free and structuralized play; the difficulties found in the use of play and the value attributed to play for the global development of the child. The results indicated that: a) teachers agreed among themselves in relation to theoretical aspects of the concept and functionality of play; and b) there was high degree of agreement among teachers in relation to the importance of play as a didactic resource in the process of teaching children to read and write. However, heterogeneity of ideas related to the implementation of play in the kindergarten was noted, including the role of the teacher and the difficulties found in this process. In sum, it was concluded that there is a need to promote professional improvement of the teachers emphasizing both theory and practice, with the purpose of improving the utilization of play in the kindergarten.
Keywords: play behavior; child development; kindergarten.
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