Perspectives of Current and Former Kindergarten Teachers Regarding the Role of Play-Based Learning Practices

The increase in standards-based curriculum in kindergarten has led to uncertainty about the use play-based learning to teach to benchmark standards. The problem that was addressed through this study is that the role of play-based learning in the study state new kindergarten (SSNK) curriculum to teach benchmark standards has not been evaluated. Grounded in Vygotsky’s zone of proximal development, the purpose of this basic qualitative study was to explore kindergarten teachers’ perspectives of the role of play-based learning practices in teaching to state learning benchmarks after being trained in (SSNK) curriculum. Data were collected through semistructured interviews with eight kindergarten teachers in a northeastern United States state. Braun and Clarke’s 6-phase process was used for thematic analysis, yielding the following five themes: teachers consider (1) play is learning; (2) the time demands constrain play; (3) standards, assessments, and data demands constrain play; (4) need professional development and support necessary; and (5) support a requirement for their professional identity and autonomy. Participants described play-based learning as the most developmentally appropriate way for kindergarten students to learn foundational skills and as a means for reinvigorating their teaching. The implications for positive social change are that administrator-supported, play-based curricula can strengthen teachers’ ability to implement developmentally appropriate instruction, help schools align expectations and supports for consistent implementation, and most importantly, provide children with engaging learning experiences that build foundational and social-emotional skills—contributing to kindergarten success and long-term civic development.