Play with homeless and low-income preschoolers: university student experiences with service learning

Abstract

ABSTRACTPlay is an integral part of preschool learning experiences and play skills can be impacted by many factors including the child’s family situation and environment, such as homelessness and poverty. This qualitative study explored university students’ reflections through their journal writing while they spent a semester providing play and language support for homeless and low-income children in one of three preschool settings. The data were coded to find themes within the text. Students were challenged by child behaviors they considered inappropriate for a preschool setting, the re-enactment of trauma through pretend play, and the wide variability in teacher support for play. They were impressed by the resiliency shown by some children in their play and the way many children readily connected with them. The study has implications for understanding play among at-risk preschoolers and the challenges of working with homeless and low-income children.