Title
Influences on the Implementation of Guidedplay Practices in Kindergarten: A Grounded Theory Study
Date of Award
5-27-2020
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Dr. Jeanne L. Surface
Abstract
The professional capacity of a kindergarten teacher is central to the implementation of developmentally appropriate practices that support children’s learning and development. Evidence indicates that a teacher’s professional capacity is influenced through experiences with leadership, professional learning, and collaboration. Although research clearly supports the positive impact of play experiences for young children, the current educational climate does not provide teachers with the confidence or the structural supports needed to actualize play in kindergarten classrooms. The findings demonstrate what influences kindergarten teachers to implement guided play practices in their classrooms. The implications provide insight as to which elements of leadership, professional learning, and collaboration are most influential. A theory of change demonstrates how to impact quality play experiences in support of children’s learning and development.
Recommended Citation
Schmidtke, Amy, "Influences on the Implementation of Guidedplay Practices in Kindergarten: A Grounded Theory Study" (2020). Student Work. 3692.
https://digitalcommons.unomaha.edu/studentwork/3692
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Comments
A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2020 Amy Schmidtke.