A Qualitative Study of Teachers’ Involvement in Children’s Play

Abstract

This study aims to explore Chinese kindergarten teachers’ perspectives and practice of their roles and interactions with children in play. A qualitative research design with in-depth, open-ended interviews and persistent class observation was employed. Two teachers from each of nine classes of three different Chinese kindergartens, in total eighteen teachers were interviewed and the interactions between the teachers and individual children were video-recorded during playtime. Findings revealed that teachers played more roles in practice than they reported. They adopted eight different roles which consist of play planner, supporter, organizer, facilitator, monitor, co-player, mediator, and uninvolved role. Nine intentions were identified to explain the teacher-initiated interactions, including directing play and learning; managing behaviors; taking care; asking for help; playing; offering help and support; asking for information; praising and encouraging; and comforting. Eight purposes of child-initiated interactions were also identified, which included asking for teacher’s attention; telling on someone who broke rules; involving a teacher in play; asking for teacher’s help; stating and expressing personal ideas; requesting; asking for information and permission; and expressing personal emotion.