Children’s Play Behavior during Board Game Play in a Kindergarten Classroom
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Abstract
This study explored children’s play behaviors during board games in an American kindergarten classroom using an ethnographic approach. The participants were 11 kindergarten children and one teacher from a kindergarten class at a public elementary school. Observations were recorded as children played 5 board games in the natural classroom setting during a period of 3 months. Field notes and videotapes obtained throughout the observation period were analyzed via a three step process. The results of this study were as follows; Board games functioned as learning-riented activities rather than as play-oriented ones in the classroom. Children’s board game commencement behavior, observation behavior of board game rules, winning strategies, behavior at game termination, and board game behavior by demographic characteristics were also observed from the study. Those results were discussed in the comparative perspectives.
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