Early Childhood Pre-service Teachers' Perceptions of Play

Çiftçi, Ezgi
The purpose of this study is to investigate early childhood pre-service teachers’ perceptions of play. Also, their perceptions of play in relation to play course enrollment was examined. The study was a mixed method research and designed as an explanatory sequential design. In the quantitative part of the study, the Play Perception Scale was conducted, and the data was collected from 242 early childhood pre-service teachers from different years of study. In addition, the quantitative data was analyzed with the chi-square test of independence. On the other hand, in the qualitative part, the semi-structured interviews conducted with 24 early childhood pre-service teachers which attended in the first part of the study. The qualitative data was analyzed with content analysis method. The results revealed that pre-service teachers were aware of the features, functions, and importance of play. Also, their perceptions about teacher involvement in play and planning playtime indicated a difference in terms of play course enrollment. Play course enrollment influenced pre-service teachers’ play perceptions positively. As a result, play perceptions of pre-service teachers were affected by their play course enrollment either little or more. The results also pointed out the inefficiency of play course in terms of practical implications. For this reason, the study provided implications for higher education.


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Citation Formats
E. Çiftçi, “Early Childhood Pre-service Teachers’ Perceptions of Play,” M.S. - Master of Science, Middle East Technical University, 2022.