Abstract
Although play comprises a key factor for children’s learning and development, it seems not to be connected with learning or utilised for pedagogical purposes, by a large part of the educational community within Greek preschool environments. This study, conducted during the 2019-2020 school year, aims at exploring, with the aid of a questionnaire, the views of kindergarten educators (N:715) and elementary school teachers (N:793) throughout Greece, regarding play and its utilisation as a didactic tool in kindergarten and elementary school. The investigational data showed that within school environments, play is mainly associated with the pupils’ recess whereas for preschool environments, it is about reaching learning and teaching goals. Kindergarten educators use play to teach pupils of linguistic and logical-mathematical senses, while elementary school teachers barely utilise it likewise. Finally, this study underlines the re-training of educationalists towards the better utilisation of play within the educational process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: East African Scholars Journal of Education, Humanities and Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
