Abstract
Offering choice and opportunities for play in the classroom are ways to increase children’s motivation by appealing to their needs for autonomy and competence. Research shows that implementing choice-based learning in the classroom is beneficial for children and provides multiple opportunities for collaboration and discussion. In this study, the research team applied self-determination theory, seeking to explore and report on the experiences and perceptions of free play and choice-based workstations in a kindergarten classroom. Data were collected through classroom observations, an individual interview with the teacher, and focus group interviews with the children. Additionally, children’s artifacts were collected and analyzed. Interviews were transcribed verbatim and member checking was utilized. Data was analyzed by each member of the research team, applying holistic analysis, and identifying meaning and patterns across all data. The data analysis resulted in three themes emerging, “Overall, it’s just been really, really successful,” “It’s kind of a balancing act,” and “we get to. . .” The joy of choosing. These themes were reported on in the study and were aligned with the research questions. Recommendations for school administrators, teacher educators, teachers, and families include continued advocacy for play and choice in early childhood classrooms, in addition to utilizing this study as a framework for play-based and choice-based pedagogical integration.
Published Version
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