Authors:

Abstract

This study examined how teachers’ prior experiences, together with cultural norms and environmental components, shape their understanding of play in the classroom. A qualitative research design, using a phenomenological approach explored teachers' lived experiences and how they construct meaning around play in educational settings. Semistructured interviews were used to explore how teachers’ prior experiences, along with community interaction and academic content, shape their teaching practices and perspectives on play. The research uncovers the conflicts between unstructured play and structured learning and shows how pedagogical regulations and parental expectations shape teaching methods and how budget constraints influence play methods. This article argues for the development of teaching methods that combine play-based approaches with traditional teaching and calls for both curriculum changes and professional development funding to promote the benefits of play-based education.

Keywords

Early childhood care and education; Play pedagogy; Structured play; Unstructured play