Table Of ContentEarly Childhood Educators’ Constructions of Play Beliefs and Practice
Amy Louise Parsons
Thesis submitted to the
Faculty of Graduate and Postdoctoral Studies
in partial fulfillment of the requirements
for a doctoral degree in Education
Faculty of Education
University of Ottawa
©Amy Louise Parsons, Ottawa, Canada, 2013
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS ii
AND PRACTICE
Table of Contents
Abstract…………………………………………………………………………………...v
Acknowledgments……………………………………………………………………….vii
Chapter I
Autobiographical Prologue………………………………………………………………..1
Chapter II: Literature Review
What is Play?…………………………………………………………………………….13
Research Indicating a Decrease in ECE Play Practice…………………………………..17
Theory into Practice or Praxis………………………………………………………...…26
Relevance of Educators’ Beliefs………………………………………………………...35
Research Looking at Teacher Beliefs……………………………………………………37
Research Questions……………………………………………………………......54
Chapter III
Epistemological Framework………………………………………………………..........55
Focus on Educators’ Beliefs……………………………………………………………..55
Framework: Teacher Beliefs…………………………………………………………….57
Pre-Service and Post-Service Beliefs……………………………………………………58
Core (entrenched) and Peripheral Beliefs……………………………………………….60
Espoused Beliefs vs. Practiced Beliefs (Praxis)…………………………………………63
Constructivist Philosophy………………………………………………………………..64
Chapter IV: Methodology
Case Study……………………………………………………………………………….68
Methods…………………………………………………………………………….........71
Data Collection …………………………………………………………….....................73
Data Collection Steps……………………………………………………………………75
Data Analysis………………………………………………………………………........79
Researcher Role Management…………………………………………………………...86
Findings
Chapter V: “Play is what we do all the time” (Adrienne, 2006).
Case 1: Adrienne…………………………………………………………………….......91
Impact of Memories on Beliefs About Play……………………………………..92
Beliefs About Play……………………………………………………………….94
Educators’ Beliefs About their Role in Play…………………………………...101
Educators’ Beliefs About the Role of the Environment in Play………………..104
Beliefs About Play and Professional Development……………………………109
Potential Challenges to Play Beliefs…………………………………………...115
Chapter VI: “You can have a teacher sitting down and talking about the alphabet, but
only through play will they learn” (Ellen, 2006).
Case 2: Ellen …………………………………………………………………………...117
Play Beliefs Impacted by Memories of Play……………………………………..117
Beliefs About Play……………………………………………………………….119
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS iii
AND PRACTICE
Beliefs About the Educators’ Role in Play………………………………………124
Beliefs About Play and the Role of the Environment……………………………129
Beliefs About the Impact of Training……………………………………………135
Challenges to Incorporating Play………………………………………………...140
Chapter VII: “They learn ahh through play” (Milena, 2006).
Case 3: Milena…………………………………………………………….....................142
Play Beliefs Impacted by Memories of Play……………………………………..142
Beliefs About Play……………………………………………………………….145
Beliefs About the Educators’ Role in Play………………………………………150
Beliefs About the Role of the Environment……………………………………...155
Impact of Professional Training on Play Beliefs………………………………...160
Challenges to Implementing Play………………………………………………..165
Chapter VIII: “I Mean that’s why for me it’s really important to let them play because
that’s how they get to develop their likes and dislikes” (Tania, 2006).
Case 4: Tania…………………………………………………………………………...167
Impact of Childhood Memories on Play Beliefs…………………………………168
Beliefs About Play……………………………………………………………….170
Beliefs About the Educators’ Role in Play……………………………………....172
Beliefs About the Role of the Environment……………………………………...178
Impact of Professional Training on Beliefs……………………………………...185
Chapter IX: Cross Case Analysis and Discussion
Oh the Memories………………………………………………………………....187
I am Therefore I believe………………………………………………………….196
Impact of Educator……………………………………………………………….205
Flexible Environment…………………………………………………………….217
Training…………………………………………………………………………..224
Challenges Faced from Parents…………………………………………………..237
Final Discussion………………………………………………………………….241
Chapter X
Contributions of the Research………………………………………………………….244
Empirical…………………………………………………………………………244
Methodological…………………………………………………………………..245
Theoretical……………………………………………………………………….245
Practical…………………………………………………………………………..247
Limitations…………………………………………………………………….………..248
Suggestions for Future Research……………………………………………………….248
References……………………………………………………………………………...250
Appendices
Appendix A: Letter to Director………………………………………………………...269
Appendix B: Letter to Educator………………………………………………………..271
Appendix C : Consent Form Educator………………………...……………………….273
Appendix D: Letter for Parent/Guardian……………………………………………….275
Appendix E: Consent Form Parent/Guardian…………………………………………..276
Appendix F: Interview Guide…………………………………………………………..278
Appendix G: Data Collection Schedule………………………………………………..280
Appendix H: Partial Transcripts………………………………………………………..281
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS iv
AND PRACTICE
List of Tables
Table 1: Adrienne’s Daily Schedule…………………………………………………...286
Table 2: Ellen’s Daily Schedule………………………………………………………..287
Table 3: Milena’s Daily Schedule……………………………………………………...288
Table 4: Tania’s Daily Schedule……………………………………………………….289
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS v
AND PRACTICE
Abstract
This qualitative study was designed to explore the constructions of Early Childhood
Educators’ (ECE) beliefs about play and how they translate these beliefs into practice.
Guided by a teachers’ beliefs framework (Sanger & Osguthorpe, 2011; Haney & McArthur,
2001; Richards & Lockheart, 1994; Pajares, 1992) and a constructivist philosophical lens,
the study sought to identify (a) ECE educators’ beliefs about play, (b) how the educators
practice play, and (c) how they incorporate both theoretical and practical components of play
beliefs into the early childhood education classroom. A postmodern orientation and rigorous
qualitative research methods were employed. Data were collected in three phases: an in-
depth open-ended interview was conducted, followed by classroom observation over the
course of 6 weeks, and finally a second interview was conducted using the process of
Interpersonal Process Recall (IPR) with four purposefully selected participants. The
interview data were transcribed and categories were co-constructed with the participants.
Findings revealed that the educators came into their training programs with certain core
beliefs about play that were developed in pre-service experience (upbringing, culture,
childhood memories). These core beliefs played an important role in the information that
these educators were able to filter into their previous beliefs about play. Further, the
educators’ beliefs about play appeared to be reinforced and even magnified through their
training programs, as they were able to take specific techniques and approaches and apply
them in their practice. Two of the educators had previous experience working in daycare,
hence facilitating the application of new knowledge to their pre-existing beliefs. The study
findings add to a small growing body of research that furthers our understanding of the
construction of early childhood educator beliefs. This research also helps us understand how
educators’ pre-service and in-service experience contributes to the development of play
beliefs and helps in the transfer of beliefs into practice. In addition, the findings give a voice
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS vi
AND PRACTICE
to the early childhood educators, making a valuable contribution to the literature.
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS vii
AND PRACTICE
Acknowledgements
This journey has certainly been one filled with many triumphs and tribulations.
Throughout my Ph.D. I have been fortunate to have the support of many wonderful
individuals who have made this experience positive for me.
This research would not have been possible without the contributions of the four
educators in my case studies, who I am forever grateful. My profound appreciation is
extended to the educators who made this study possible, the children in their classroom,
and the parents of these children who agreed to allow me to videotape countless hours in
the classroom. It has been a privilege to give a voice to the experiences of these
passionate educators.
To my support club who were always there to back me up even in moments of
despair when I didn’t think I could go on anymore (Kathy, Nath, Khamy and Isabelle),
thank you. A special thank you is extended to my dear friend Isabelle who always
believed in me and never doubted my capabilities. Isabelle, I hope you are watching over
me now and can smile knowing that “we made it.”
Another special thank you must be extended to my mentor and role model, Dr.
Nina Howe. Thank you Nina for your continued support and guidance throughout this
process. You helped me discover my passion for play in the field of early childhood
education.
I would also like to extend a heartfelt thank you to my committee members. Dr.
Barbara Graves, Dr. Jessica Whitley, and Dr. Raymond Leblanc who guided me
throughout this experience. I appreciate your thoughtful advice and direction throughout
this journey.
Dr. David Paré, my research supervisor has proven to be a wonderful mentor for
me during this lengthy process. Thank you for pushing me when I needed a push, for
giving me space when I needed to reflect, and for not giving up on me.
Last but not least, I would like to thank my family without whom this experience
would not have been possible. First and foremost, I would like to thank my parents
Janice and Robert for their continued support in all of my life dreams. You have both
been there for me throughout this process, either giving me a shoulder to cry on or to
laugh on. If it were not for your strength, wisdom and support I am not certain I would be
here today. Second, I need to extend my gratitude to my baby sister, Trish (Buzz) who
has been my rock throughout this process. Thank you Buzz for always believing in me
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS viii
AND PRACTICE
and finding that silver lining.
To my husband Adama, thank you for putting up with the late nights, the constant
commute between Sherbrooke, Ottawa and Montreal. This has been quite a journey for
the two of us, and I am so glad that you were along for the ride. To my two beautiful
children, Malcolm and Maya, thank you both for still loving mommy unconditionally
despite all the late nights working at Starbucks. You are my pride and joy and this degree
is dedicated to the both of you. Remember that you are capable of succeeding any feat, as
long as you remember to work and play hard!
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS 1
AND PRACTICE
Chapter I: Autobiographical Prologue
I have evolved over the course of the past several years as a researcher, and as a
person. This evolution is due in part to the education I have pursued; in particular my
research methodology courses, as well as my experience working alongside my colleagues in
the early childhood field. Through these experiences, I have become much more in tune
with my role as a researcher and the influence I have on the participants during the research
process. As well, I have learned a few things about myself, who I am and what I believe in;
namely, the role play serves in the development of the overall child. In order to be
transparent about my own beliefs regarding play and to help the readers evaluate the
trustworthiness of this study I have included an autobiographical prologue.
This autobiographical section is twofold: first, I wish to share my childhood and
experiences that have led to my passion for play and experience in the field of education; and
second, I will address the link between my training and my topic.
Link Between Childhood and Play
By explaining my early experiences with play (as a child and later as an educator)
this will lead the reader to a deeper understanding of the links I draw between childhood and
play. I grew up in a very small town in the Eastern Townships, Québec approximately 130
km east of Montreal. I am the eldest of two girls, four years the senior of my baby sister. My
mother was a kindergarten/grade one teacher for over 30 years. My father is in the Propane
business and was often travelling for employment purposes leaving us in the very capable
hands of my mother. Since my mother was a trained teacher she most certainly influenced
the choices I made in life, as well as in my career. My mother always ensured that we
relished our childhood experiences… giving us every opportunity to appreciate the world
around us through play.
EARLY CHILDHOOD EDUCATORS’ CONSTRUCTIONS OF PLAY BELIEFS 2
AND PRACTICE
With this said, being the child of a teacher you can imagine that we spent a fair
amount of time learning about nature. We often could be seen playing outdoors (i.e., sliding
in the winter, snowball fights, playing in the sand, playing tag, etc.). We had lots of space for
playing and exploring nature and our surroundings. Play was a natural form of life for
children in my neighbourhood as they could be seen playing throughout the day. I have fond
memories of playing outdoors with friends after school, exploring the best nature had to offer.
Sometimes we would try and dig little gold nuggets out of the asphalt to collect for our
imaginary travels to lands far away. As children, we were free to explore, free to chase our
dreams, and free to test our hunches.
In addition to my life long love of play, I have always been very fond of children. I
would often accompany my mom as an adolescent to her kindergarten class on my days off
(end of year exams) to learn more about the field of education. I was totally immersed in this
experience of teaching, learning and playing with the children and I loved every minute of it.
I believe that my memories of childhood play coupled with my experiences working side-by-
side with my mom and the children reinforced my career direction in early childhood
education.
Research Training and Play
I now wish to address my vested interest in this research topic. I will first address
my scholarly pursuits, followed by my academic experiences, and finally the topic itself of
“Early Childhood Educators’ Constructions of Play Theories and Practice.”
Following my calling and life dream, I decided to pursue a four year Bachelor’s
degree in Early Childhood and Elementary Education at Concordia University in Montreal,
Québec. While completing this degree, I worked in various daycare settings in the greater
metropolitan area of Montreal with children between 18-months and five-years of age. One
of the most fascinating experiences that I witnessed was the educators’ constant adaptation
Description:Early Childhood Educators' Constructions of Play Beliefs and Practice. Amy Louise Parsons. Thesis submitted to the. Faculty of Graduate and
