A model for play in the preschool curriculum: A phenomenological study

Authors

Saber Abdolmalaki
Mahboubeh Khosravi
Noushin Nouri, The University of Texas Rio Grande ValleyFollow
Mostafa Ghaderi

Document Type

Article

Publication Date

6-6-2024

Abstract

This phenomenological study aimed to develop a framework integrating play into preschool curriculum based on educators’ lived experiences using play-based methods. Fifteen educators from 12 centers were interviewed using theoretical sampling. Data analysis revealed nine pathways linking play types, educator roles, and learning objectives. Results culminated in a comprehensive framework elucidating how educators actualize educational goals through play.

Comments

© The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Recommended Citation

Abdolmalaki, S., Khosravi, M., Nouri, N., & Ghaderi, M. (2024). A model for play in the preschool curriculum: A phenomenological study. Journal of Early Childhood Research, 22(4), 540-555. https://doi.org/10.1177/1476718X241257341

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

Journal of Early Childhood Research

DOI

https://doi.org/10.1177/1476718X241257341