An exploration of pre-school teacher's experiences of using play-based approaches to develop language and literacy skills within their classrooms of children aged two to five years

Abstract

In the Republic of Ireland, the Department of Children and Youth Affairs recommends implementing play-based learning in early education curricula. This research study set out to explore the following research question: What are pre-school teachers’ beliefs, understandings and uses of play-based approaches to develop language and literacy skills in their classrooms? For this study, the term pre-school refers to the age category of children from 2 years and 8 months to 5 years of age. This age cohort is the age of eligibility for the Early Childhood Care and Education (ECCE) scheme in Ireland which provides financial support for 2 years of early childhood care and education for children aged 2.5 to 5 years of age. This study aimed to explore the tools pre-school teachers used to implement play-based approaches in their classrooms; the challenges and facilitators they perceived when implementing play-based approaches, and to understand how play-based approaches were implemented specifically for language and literacy development. The study design was qualitative and nine semi-structured interviews were completed with pre-school teachers. Results from the thematic analysis highlighted the three themes: (1) Learning Through Play, (2) What Influences Play and (3) Making Sense of Play Through Reflective Practice. These three themes consist of several sub-themes which are evident throughout each theme. The results of this study showed that pre-school teachers have a positive view towards play-based approaches for children's language and literacy development. However, they were unsure about implementing play-based approaches with other curriculum models. Challenges such as settings’ philosophies and parents’ expectations emerged as key elements of pre-school teachers’ experiences of using play-based approaches.