Valuable and Unessential: The Paradox of Preservice Teachers' Beliefs About the Role of Play in Learning

Abstract

Using a basic qualitative methodology, this study explores the following research question, what are preservice teachers' beliefs about the role of play in learning? This study focuses on the beliefs of seven preservice teachers enrolled in an early childhood practicum at a small liberal arts university in south central Texas. Findings indicated that the preservice teachers believe that play is valuable and not essential to children's learning. Moreover, they seemed to privilege the learning in not-play activities over the learning in play activities. These findings suggest that early childhood teacher educators need to assist preservice teachers in confronting contradictions within their beliefs about play, educate preservice teachers about how play encourages academic learning, and teach preservice teachers how to assess children's learning during play.