Teachers' Theories of Play: Constructivist or Social Constructivist?

Abstract

The concept of play and its relationship to learning is problematic in theory and practice. This paper examines this relationship from two standpoints. First, the contrasts between two dominant formal theoretical orientations deriving from the work of Piaget and Vygotsky, and the extent to which they have influenced pedagogy is explored. Second, data from an empirical study on teachers' theories of play provides insights into how play is conceptualized and enacted in classrooms, and how teachers and contexts mediate the theory‐practice relationship. Multi‐method approaches were used to elicit teachers' theories and juxtapose these to their practice. At the outset, their theories revealed a predominantly Piagetian, developmental orientation. An unintended outcome of the study was the changes in teachers' theories, or practice, or both, towards a more social‐constructivist orientation. Implications are drawn for understanding teachers' perspectives and for their professional development.