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ERIC Number: EJ906026
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-1090-1027
The Multiple Meanings of Play: Exploring Preservice Teachers' Beliefs about a Central Element of Early Childhood Education
Sherwood, Sara A. S.; Reifel, Stuart
Journal of Early Childhood Teacher Education, v31 n4 p322-343 2010
This basic qualitative study explores preservice teachers' beliefs about what constitutes play. Research for this study focused on 7 preservice teachers enrolled in an early childhood through Grade 4 practicum course at a small private university in south central Texas. The findings of this study indicate that both on an individual and group level the 7 preservice teachers seemed to believe that "play" had multiple meanings. Even though commonalities existed among some of the attributes used by the preservice teachers to describe play, no two preservice teachers used the same combination of attributes to define play. Instead, based on the influences that had shaped their beliefs, they strung these attributes together in unique ways. Thus, for each of the preservice teachers, play seemed to have an individualized meaning consisting of multiple parts. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas