Date of Award
Spring 3-6-2024
Degree Type
Dissertation
Degree Name
Doctorate of Philosophy (PhD) in Education
Department
College of Education, Doctoral Program
First Advisor
Amira Proweller
Second Advisor
Mojdeh Bayat
Third Advisor
Amy Clark
Abstract
This phenomenological study explores how play-based preschool educators experienced and re-imagined play and play-based learning throughout the Covid-19 pandemic. Semistructured interviews were conducted with six teachers and three administrators from three private Midwest play-based institutions. This study uncovers preschool educators’ experiences of engaging in play-based learning throughout the different phases of the pandemic and delves into the issues and challenges of online learning and the subsequent return to the classroom. Results show that despite pedagogical adjustments and limitations brought about by online learning modalities and pandemic related restrictions, the nature of play remains unchanged and continues to be vital to a child’s learning. The educators navigated the challenges they encountered by adhering to play-based philosophies and being responsive to the needs of the students. Educators focused on providing communication, fostering relationships, and providing students with opportunities to explore and utilize new environments as play spaces for learning. This study shows the need for critical supports for educators and students as they continue to experience negative effects of the pandemic upon their return to in-person learning. Implications of pandemic-related trauma emerging through behavioral issues in young learners indicate the need for further research into the long-term effects of the pandemic in children.
Recommended Citation
So, Ronabeth Keh, "A Phenomenological Study on Preschool Educator Experience in Re-imagining Play and Play-Based Learning During the COVID-19 Pandemic" (2024). College of Education Theses and Dissertations. 274.
https://via.library.depaul.edu/soe_etd/274
Included in
Child Psychology Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Methods Commons, Educational Psychology Commons, Mental and Social Health Commons, Online and Distance Education Commons