Valuable and Unessential: The Paradox of Preservice Teachers' Beliefs About the Role of Play in Learning

@inproceedings{Sherwood2013ValuableAU,
  title={Valuable and Unessential: The Paradox of Preservice Teachers' Beliefs About the Role of Play in Learning},
  author={Sara A. S. Sherwood and Stuart Reifel},
  year={2013}
}
Using a basic qualitative methodology, this study explores the following research question, what are preservice teachers' beliefs about the role of play in learning? This study focuses on the beliefs of seven preservice teachers enrolled in an early childhood practicum at a small liberal arts university in south central Texas. Findings indicated that the preservice teachers believe that play is valuable and not essential to children's learning. Moreover, they seemed to privilege the learning in… CONTINUE READING