Teachers’ Beliefs and Practicesa bout Play: A Context-based Analysis
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The purposes of this study were to pretest reliability and validity findings for the Early Childhood Teachers’ Beliefs and Practices about Play Scale (BPPS), a self-report instrument designed to assess teachers’: (a) play interaction approaches across three contexts (manipulative, constructive, and pretend play), and (b) value of play with regard to skill development (physical, cognitive, and social skills). The BPPS was found to be reliable and valid when administered to 59 preschool teachers. Further analyses revealed that teachers reported they were less likely to interact in children’s pretend play, than manipulative and constructive play. Teachers also reported that they were less likely to value play as a medium for developing children’s thinking skills. These findings were discussed in terms of play as a leading activity, the "early childhood error,’ and accountability issues in early childhood education.
Abstract
The purposes of this study were to pretest reliability and validity findings for the Early Childhood Teachers’ Beliefs and Practices about Play Scale (BPPS), a self-report instrument designed to assess teachers’: (a) play interaction approaches across three contexts (manipulative, constructive, and pretend play), and (b) value of play with regard to skill development (physical, cognitive, and social skills). The BPPS was found to be reliable and valid when administered to 59 preschool teachers. Further analyses revealed that teachers reported they were less likely to interact in children’s pretend play, than manipulative and constructive play. Teachers also reported that they were less likely to value play as a medium for developing children’s thinking skills. These findings were discussed in terms of play as a leading activity, the "early childhood error,’ and accountability issues in early childhood education.
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