MICHAEL YAMOAH
Teachers` perspectives on the value of play in a Maltese pre-school setting
Thesis submitted in partial fulfilment of the requirements for the Erasmus Mundus joint
degree “International Master of Early Childhood Education and Care”
Oslo and Akershus University College of Applied Sciences
Dublin Institute of Technology
University of Gothenburg
University of Malta
August 2015
i
DECLARATION
I hereby certify that the material which is submitted in this thesis toward the award of the
Master in Early Childhood Education and Care is entirely my own work and has not been
submitted for any academic assessment other than part- fulfilment of the award named above.
Signature of candidate:
.................................................................................
Michael Yamoah
August, 2015
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ACKNOWLEDGEMENT
I wish to thank the almighty God for given me the strength and knowledge throughout the
two years master`s programme. I want to thank and appreciate individuals who one way or
the other helped me throughout this study.
First of all, I would like to thank my supervisor Professor Valerie Sollars for her
understanding and offering professional assistance towards the study. With lots of work load
and responsibilities as Dean of the Faculty of Education she managed to find time help me to
complete the dissertation. I appreciate your contributions, suggestion, and efforts towards this
small scale study. I am also indebted my lecturers and professors both home and abroad for
their professional assistance, guidance, and encouragement. I would also wish to thank my
course mate and the entire IMEC colleagues for their moral support and encouragement.
Secondly, I wish to thank my wife Mrs Irene Essilfie-Dughan Yamoah, parents and siblings
for their support, encouragement, motivation and prayers throughout the period of my studies
and the period of writing of the dissertation. I am particularly grateful to Dr. John N`gasaki
for his cooperation, support, and proof reading my work and offering meaning suggestions.
Lastly, I want to thank the head and KG assistants who willingly offered meaningful
information by way of audio-recorded interviews. And also all children who allowed me to
observe their day-to-day activities as part of data collection for the study. I deeply appreciate
all your efforts may God continue to bless and protect you.
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ABSTRACT
The main purpose of this small scale study was to explore teachers` conceptualisation and
perspectives about the value of children`s play in an early years setting. The rationale of
exploring this study was necessitated because practitioners tend to do formal teaching and
learning though there were policies and framework that advocated for play based teaching
and learning in the early year settings. Data for the case study were collected through a
qualitative approach. The participants consisted of four practitioners and the head of school
who all agreed to participate through an audio-recorded interview. The interview was based
on adults‟ understanding about the value of children`s play in terms of their development and
learning as proposed by Vygotsky`s socio-cultural theory (1978). Observations were
conducted in each of the four different classrooms which included two groups of 3 to 4-yearold children (referred to as Grade 1) and two groups of 4 to 5-year-old children, (referred to
as Grade 2).
The findings from all the practitioners interviewed revealed the importance of play and its
contribution to children`s development and learning. The perspectives and views expressed
by the practitioners though not well vested in theories of children`s play. The early years
setting and the practitioners valued and promoted play based environments both within and
outside the classrooms to help children understand concepts. Practitioners promoted
children`s social, emotional cognitive and language development through playful activities
such as role-play, creativity and dramatisation.
Practitioners faced some challenges in providing play-based experiences as they had to
complete course work prescribed by the school; meet parents‟ expectations for more
academic work for their children. The short duration of the school day was also a challenge
for practitioners.
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DEDICATION
This work is dedicated to my wife Mrs. Irene Essilfie-Dughan Yamoah for her support and
encouragement and my mother for taking the pains and sending me to school.
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ABBREVIATIONS
DAP- Developmentally Appropriate Practices
ECE- Early Childhood Education
IWB- Interactive White Board
MUT- Malta Union of Teachers
OECD- Organisation of Economic Cooperation and Development
UNCRC- United Nation Convention on the Rights of the Child
ZPD- Zone of Proximal Development
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LIST OF TABLES
Table 1: Background of Head of school and practitioners…………………………………...27
Table 2: Observation schedule in the setting............................................................................31
Table 3: Schedule for the interviews of practitioners and head of school…………………...33
Table 4: Summary of Activities observed within the early years setting................................40
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LIST OF FIGURES
Figure 1: Overview of KG1 (3-4 years old) classroom setting...............................................38
Figure 2: Overview of KG 2 (4-5 years old) classroom setting............................................ .39
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TABLE OF CONTENTS
DECLARATION.......................................................................................................................ii
ACKNOWLEDGEMENT.......................................................................................................iii
ABSTRACT..............................................................................................................................iv
DEDICATION..........................................................................................................................v
ABBREVIATION...................................................................................................................vi
List of Tables...........................................................................................................................vii
List of Figures.........................................................................................................................viii
TABLE OF CONTENT............................................................................................................ix
CHAPTER ONE: INTRODUCTION....................................................................................1
1.0. Introduction.........................................................................................................................1
1.1. Rationale of the study.........................................................................................................2
1.2. Background to the study.....................................................................................................2
1.3. Theoretical framework........................................................................................................4
1.4. Early Childhood Education and Care in the Maltese context.............................................5
1.5. Structure of the dissertation................................................................................................7
CHAPTER TWO: LITERATURE REVIEW......................................................................8
2.0. Introduction. .......................................................................................................................8
2.1. Definition of play................................................................................................................8
2.2. Theorists of children`s play ............................................................................................11
2.2.1. Classical Theories of play...........................................................................................14
2.2.2. Modern / Contemporary theories of play....................................................................14
2. 3. Early childhood Education and Malta..............................................................................15
2.4. Teachers` conceptualisation on the perspectives and the value of play............................17
2.4.1. Play and Learning in Maltese Pre-school Settings.....................................................20
2.5. The Benefit of play............................................................................................................21
2.6 Summary of Reviewed Literature......................................................................................23
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CHAPTER THREE: METHODOLOGY...........................................................................24
3.0. Introduction.......................................................................................................................24
3.1. Research questions............................................................................................................24
3.2 .Research design.................................................................................................................24
3.3. The school setting and the research participants...............................................................25
3.3.1. Head of early years setting.............................................................................................27
3.3.2. Participating practitioners in the setting.....................................................................27
3.4. Research instruments.........................................................................................................28
3.4.1. Observations...............................................................................................................29
3.4.1.1. Non –participant observation at the setting.........................................................29
3.4.1.2. Procedures for non-participant observations.......................................................29
3.4.2. Interviews with practitioner........................................................................................31
3.4.2.1. Procedure for the interviews...............................................................................32
3.5. Data analysis procedure.....................................................................................................33
3.6. Pilot Study.........................................................................................................................33
3.7. Ethical Considerations.......................................................................................................34
3.8. Trustworthiness..................................................................................................................35
3.9. Summary of methodology.................................................................................................35
CHAPTER FOUR: RESULTS AND DISCUSSION..............................................................36
4.0. Introduction......................................................................................................................36
4.1. Observations.....................................................................................................................36
4.1.2. General background about the settings......................................................................36
4.1.3. Organisation of classroom space...............................................................................37
4.2. Interview..........................................................................................................................40
4.2.1 Perspectives views of practitioners` on children`s play............................................41
4.2.2. Practitioners` influencing children's play.................................................................42
4.2.3. Promoting children`s play in the setting..................................................................43
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4.3. The value of children`s play in early years setting..........................................................46
4.4. Benefits of children`s play...............................................................................................48
4.4.1. Cognitive development............................................................................................49
4.4.2. Physical development..............................................................................................50
4.4.3. Social and emotional development..........................................................................51
4.4. 4. Language and Literacy development......................................................................52
4.5. Supporting children`s play in early years settings..........................................................54
4.6. Discussion.......................................................................................................................55
4.6.1. Importance of play based learning............................................................................55
4.6.2. Practitioners` belief about play.................................................................................56
4.6.3. Practitioner`s value of play in the setting................................................................58
4.6.4. Practitioners` promoting play in early years setting................................................60
4.6.5. Challenges practitioners face in promoting play in early years...............................62
4.7. Summary of the chapter...................................................................................................64
CHAPTER FIVE: CONCLUSION....................................................................................65
5.0. Introduction.....................................................................................................................65
5.1. Implication for policy......................................................................................................66
5.2. Further Research. ............................................................................................................67
5.3. Limitation of the study.....................................................................................................68
5.4. Recommendation for the study........................................................................................68
REFERENCES.....................................................................................................................70
APPENDICES.......................................................................................................................82
Appendix 1: Information letter to parents...............................................................................82
Appendix 2: Invitation and consent form to practitioners.......................................................83
Appendix 3: Permission letter and consent form to head school............................................85
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Appendix 4: Invitation letter and consent form for head of school.......................................87
Appendix 5: Observation report from the setting: .................................................................89
Appendix 6: Interview guide for head of school....................................................................92
Appendix 7: Interview guide for practitioners........................................................................93
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CHAPTER ONE: INTRODUCTION
1.0 Introduction
The purpose of the study was to explore how a small group of practitioners in one early years
setting translate their beliefs about play into meaningful and playful activities with their three
to five-year-old children. It is widely acknowledged and accepted that play is vital for early
childhood development (Ailwood, 2003). However, lots of constraints arising from
challenges in formal, early years settings may provide different realities where play is not
accredited with the importance it deserves. This chapter serves to present and contextualise
the current study by presenting a rationale for the study, the back ground literature, the
theoretical framework and some insights into the local context where the study was
conducted.
1.1 Rationale of the study
Drawing on over ten years of personal teaching experiences in Ghana (West Africa), together
with critical observations and anecdotal evidence, it can be concluded that despite policies
and frameworks which advocate for children`s play in pre-school settings, much emphasis is
given to teaching and learning in a formal manner. Teachers succumb to formal teaching and
learning even in early childhood settings. On the other hand, parents reinforce these
pedagogies as they expect outcomes such as home works, work sheets, and demonstrations of
their children‟s ability to read and write from a young age. In the Ghanaian national
document entitled Curriculum for Kindergarten 1and 2 (Ministry of Education Science and
Sports, 2007), state that despite claims in favour of children`s play, and an indication that the
curriculum was designed which specifies that the child is placed at the centre of all teaching
and learning activities, where “children are expected to learn by doing”, the reality shows that
more formal teaching is carried out in comparison to play-based activities. This situation has
1
been the instigation for the current study which focuses on teachers` conceptualisation and
perspectives about play and challenges they face in implementing play-based activities.
Similarly to the Ghanaian experience, it appears that although the Maltese early years
national policy advocates for a play pedagogy because it is regarded as an effective tool in
promoting children`s holistic development (Ministry of Education, Youth and Employment,
2006), practitioners focus on preparing children for formal schooling. Consequently, there
can be less recognition or little emphasis given to a play-based pedagogy and reliance on
promoting academic work. Such practices appear to go against play as a “right for all
children” (UNCRC, 1989).
Rather than rely on anecdotal evidence, this small scale study sought to provide reflective
material to find out about beliefs, perceptions and structures in a kindergarten setting which
promote or hinder a play-based curriculum. Although data were collected from one setting,
insights can be tentatively used to indicate challenges which other practitioners face. The
findings could be vital since formal training and up-skilling of early years practitioners are
both rather recent practices in the local context. In addition, the findings in the study could
help to inform policy makers and researchers about the need for appropriately-qualified
practitioners to articulate the perceptions and views of teachers regarding children`s play.
1.2 Background to the study
Early childhood is a crucial phase in the life of individuals because of the short-term and
long-term implications which learning experiences have for every child. Thus, the concept of
education and care should take into consideration developmentally appropriate practices
(DAP) in order to enhance children`s learning potential. Early childhood education and care
should certainly offer children opportunities to be given a good start in life. Developmentally
appropriate practices in early childhood education rely on a play-based curriculum,
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meaningful adult-child interactions, healthy relations between the home and programme
(NAEYC, 1984, 1996). The United Nations Convention on the Rights of the Child indicated
that the view`s of children are not conceived as objects to be formed, but as human subjects
with their own intentions, interests, relational needs and capacities (UNCRC, 1989). Article
31 of the UN Convention of the Right of the Child (UNCRC, 1989) advocates in favour of
children‟s right to engage in play and recreational activities. Early childhood experiences
ought to contribute towards children‟s holistic development and giving children a good start
in life, with opportunities to play (Van Oers, 2013).
Play provides children with the opportunity to discover the world and find new answers
through voluntary learning. Play and recreational activities make children stronger and help
them to develop self-confidence, learn, solve problems, take the initiative and think critically.
Through play children make friends, develop social skills and express their feelings and
thoughts. Play has the potential to support children socially, emotionally, linguistically,
cognitively/intellectually and in their general well-being as long as children are invited to
participate through effective pedagogies (Bennet, 2006). Through play children learn
informally and relate their play to real life experiences.
Research has shown that play provides great opportunities and promotes active agency,
participation and self-expression among children (Jans, 2004; Smith 2007; Alderson, 2008;
Kjørholt, 2008). Play has a leading role not only in kindergarten but as a fundamental
lifestyle and way of learning for the children. Play improves children‟s imagination and helps
them to see other people‟s perspectives. Pre –school settings which offer quality experiences
are ones which encourage children`s interactions, communications and participation in the
teaching and learning process (Dahlberg, Moss & Pence, 1999; NAEYC, 2003). According to
Siraj-Blatchford, Sylva, Muttock, Gilden, & Bell (2010) practitioners or teachers should
utilize play pedagogy as a basis for instruction, thus providing quality teaching and learning.
3
Without play, teaching and learning is impossible (Nachmanovitch, 1990). Children should
be able to express themselves in whatever means appropriate to them. In the field of early
childhood education, children‟s play should be considered as an integral element in the
teaching and learning process that can be seen as part of an education process which
promotes democracy in all pre-school settings (Wagner & Einarsdottir, 2006). The use of
playful materials in pre- school helps children to experience the real world (Athey, 1984).
The idea of both children initiated and teacher initiated activities in terms of play must be
considered. Both child-initiated and teacher-guided play activities are important to children`s
development and learning. There is the need for both teachers and children to be involved in
the process of teaching and learning. According to Wallerstedt and Pramling (2012), play is
often considered to be a practice initiated by children, while learning is seen or regarded as a
result of a practice or activity initiated by an adult.
In view of this Woodhead (1999) states that „„the challenge is to establish quality standards
that are both universal which sufficiently reflect the diversity of childhood, viewed within
broad cultural and historical context‟‟ (p.28).
1.3 Theoretical framework
The pedagogical concept of play in early childhood education has a long history. Some
prominent classical play theorists such as Froebel and Dewey regard play- based activities as
the medium of children`s learning (Cutter-Mackenzie, Edwards, More & Boyd, 2014). Wood
and Attfield (2005) suggested that „„freedom to learn could be combined with appropriate
nurturing and guidance‟‟ (p. 29), contributing to children`s learning and development.
The current study was guided by Vygotsky`s learning theory. According to Vygotsky,
cognitive development of children occurs as a result of one`s cultural experiences and social
4
interaction. Furthermore, he argued that learning occurs efficiently and effectively within the
zone of proximal development (Vygotsky, 1985, as cited in Shabani, Khatib, & Ebadi, 2010).
Children‟s interactions and conversations with a more capable peer are indicative of their
development and learning. “Knowledge cannot be given directly from the teacher to the
learner, but must be constructed by the learner and reconstructed as new information becomes
available” to the learner (Ryan & Cooper, 2000, p. 346). Consequently, during children`s
play, practitioners‟ involvement and interactions with peers work in the same direction to
enhance learning. Play creates a zone of proximal development that influences cognitive
learning among children (Vygotsky, 1978, p. 102). Play helps children to discover things and
learn thus, “play has been shown to be a leading source of development,” (Vygotsky, 1978,
as cited in Brooker, 2003, p. 33).
The United Nations Convention on the Rights of the Child (1989) also advocated for
children‟s right to play in a safe environment. In Early childhood education settings,
children`s protection and play can occur under the guidance of teachers/ practitioners or
adults. Research has shown that the discourse of children`s learning and development through
play has been generally based on Froebel`s „„children`s garden‟‟ in most early childhood
education settings (Ailwood, 2007: Pound, 2005). Several early years curricula promote or
advocate play based teaching and learning (Cutter-Mackenzie, Edwards, Moore & Boyd,
2014).
1.4 Early childhood education and care in the Maltese context
The study was conducted in a Maltese context. Malta has come a long way after ratifying the
UNCRC, for example focusing on Article 31 of UNCRC to promote children`s play and
recreation, according to a study conducted on children`s right to play (Sollar, 2006).
Additionally, the study suggested programmes for practitioners the importance of children `s
5
play in terms of early childhood education. The Maltese early year education sector is divided
into compulsory and non-compulsory. Compulsorily, the early year is made up of two years
primary education and the non- compulsory sector is made up of children under the age of
five. This is further divided into child care (0-3 years) and KG (3-5 years), (National
Curriculum Framework for All, 2012). Furthermore, the National Curriculum Framework
for All (Ministry of Education and Employment, 2012) indicates that early childhood
education and care includes child care, KG1, KG2, Year One (Y1) and Year Two (Y2). Early
childhood education in Malta begins at birth up to age seven (0-7 years). Early childhood
education and care services in Malta are offered by the State, Church and the Independent
Schools1. Parents and guardians decide where to school their children depending on
affordability and proximity.
The National Curriculum Framework for All (2011) further states that children are expected
to acquire skills, knowledge, competencies and values after the end of the „Early Years‟
stage. Therefore, children are expected to develop holistically, that is cognitively,
emotionally, socially and culturally. Practitioners are to help children achieve this holistic
development by ensuring and promoting suitable pedagogical strategies. Teachers or
practitioners in the Early Years are expected to plan activities that offer hands-on experiences
for all children. Consequently, Maltese children are to be offered play and recreational
activities by teachers/ practitioners to achieve societal competencies to help progress later in
life (Ministry of Education and Employment, 2012).
1
The Education system in Malta is divided into three: State schools in every town and village are available for
three to 11 year-olds. They are free of charge and Maltese tends to be the main language of instruction and
medium of communication. Church schools are run by the different religious orders. Parents are invited to give
donations rather than pay fees. Entry is by ballot and although traditionally English was the medium of
instruction, Maltese is also used quite regularly. Independent schools are fee-paying schools where English
tends to be the means of communication and medium of instruction.
6
1.5 Structure of the dissertation
The dissertation is organised into six chapters. Apart from the current chapter which provides
the overview to the study, Chapter Two reviews existing and related literature providing the
theoretical and conceptual framework of the study. Chapter Three describes the research
methodology which covers the research questions, design of the study, sample and sampling
procedure, research instruments and methods of data analysis. Chapter Four presents the
results and a thorough discussion of the study. Chapter Five provides a summary of the
results, conclusions and recommendations of the study.
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CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
This chapter deals with the various key theoretical constructs which form the conceptual
framework of this study. It begins with the definition of play; various learning theories which
support play followed by a review of the benefits and value of play in early childhood
education settings as documented by various scholars and researchers. Practitioners`
conceptualisation on the perspectives and the value of play in the Maltese pre-school settings
will be explored. The final section of this chapter will explore the benefits of play in the preschool setting in the Maltese context.
2.1 Definition of play
The perspective of children`s play was initially considered in education as a yardstick for
development of pedagogy (Sommer, Pramling Samuelsson & Hundeide, 2010). There has
been lots of research and findings produced over the years relating to the definition of play.
Several researchers and theorists define play differently, however, it is clear that many
different perspective views on what play is overlapped with other people‟s views. Play can be
viewed, conceptualised and defined from many different theoretical and ideological
perspectives.
Play is defined as „„an activity that is symbolic, meaningful, active, pleasurable, voluntary,
rule-governed and episodic‟‟ (Fromberg, 1992, p. 43 as cited in Nowak, Nichols, and Coutts,
2009). Play as pleasurable and an activity, is seen as a situation by which children learn and
interact with the environment and the world around them. In this regard since there is no clear
and agreed definition, (Gordon, 2009) argues that “play is the voluntary movement across
boundaries, opening with total absorption into a highly flexible field, releasing tension in
ways that are pleasurable, exposing players to the unexpected and making transformation
8
possible.”(p. 8). Through play children learn informally and relate their play to real life
experiences. The voluntary movement of children which includes exploration, playing and
learning according to their interests, offer them the opportunity to satisfy their curiosity and
level of maturation. Additionally, Wood (2009) argues “defining characteristics of play
include intrinsic motivation, engagement; dependence on internal rather than external rules,
control and autonomy, and attention to means rather than ends” (p. 167). Children formulate
their own rules to suit and match with the play situation. Therefore, children experience the
joy and skills development through self- motivation. According to Pramling-Samuelsson and
Carlsson (2008) play is considered as a learning situation or an activity initiated by children,
on the other hand, learning is regarded as a result of a practice or activity initiated by any
adult to help children to learn. Pramling-Samuelsson and Carlsson (2008) further state that
playful activities as well as learning situations are as joyful since both play and learning are
seen as an activity that is transgression. Play and learning are interrelated; the two words
touched on each other in a pre-school setting and further serves as an important process for
promoting children‟s learning and development (Kieff & Casbergue, 2000). Play provides
children the opportunity to discover the world and find new answers through voluntary
learning. Also, children`s play promotes and enhances socio-emotional development,
cognitive and physical skills that cannot be taught through formal classroom instruction
(Ministry of Education Science and Sports, 2007). Fromberg and Gullo (1992) are also of the
view that play enhances language development, social competence, creativity, imagination,
and thinking skills. They talked about how play can support a child‟s learning such as
concepts and ideas, interactions, emotional well-being and physical development. Play
provides children with the opportunity to discover the world and find new answers through
voluntary learning. Children are likely to be engaged in play activities that are relevant to
them and can play and have an active participation. Additionally, play is pleasurable and can
be defined as an activity requiring no end or goal only participation and fun (Fromberg, 1992
9
as cited in Nowak, et al., 2009). When is it appropriate to consider the use play and where?
One important aspect of children`s play to be considered is the use of play in early years
setting. Contrarily, combining play in the teaching process in the early years setting, there is
the need for greater confidence among practitioners in approaching problems without fear
and taking risks needed in the search for new ideas to help the development of children. In
contrast, play is often be regarded as cognitively challenging process, which requires the
child to make use ability, memory, signs and symbols, cultural tools which includes
development of language, social skills such as negotiations, communication, planning and
sharing and prediction (Fleer, 2010). Many skills that are needed for later life are developed
through play and also are very important in a pre-school setting. Children will continue to
make use of different learning situations, experiences and in remembrance for further
learning. In general, play is considered as an important learning activity and developmentally
appropriate which is considered valuable for all children (Bodrova & Leong, 2003; 2003b).
In contrast, however, play can also be seen as an unimportant or even harmful practice or
activity both in the home and the school environment (Johnson, Christie & Wardle, 2005;
Scarlett, Naudeau, Salonius-Pasternak & Ponte, 2005; Sutton-Smith, 2001). Although play is
very important for children and it`s usage in the school`s context or early year settings,
(Hyvonen, 2011) expresses similar sentiment that it should be restricted by hindrances. The
discourse of play both in theory and practice in early childhood education is very vital as
stages of human evolution. The recapitulation theory of play according to Hall, (1906) as
cited in Fleer, 2009) argues that through play children`s stages of human evolution is evolved
through development and learning. Play activities provide opportunities for children to
express themselves freely and are capable of developing better self- esteem. Similar
sentiment is expressed as play being considered as „„Free-flow play‟‟: Thus, free-flow play is
sometimes called „imaginative play‟, „free play‟, „fantasy play‟, „pretend play‟ or „lucid
play‟. It is not structured play, guided play, games play, practice play or exploratory play
10
(Bruce, 1991, p. 7). The support of self- regulation is derived when children engage in play
activities. Play makes children stronger and helps them to develop self- confidence. This
could be because the cognitive competencies allow children to engage actively and freely in
all playful activities. Interestingly, through play children participate in the teaching and
learning process that exits in the school environment. In addition, children`s ability in relation
to the success of play depend the willingness and readiness to adopt specific positions
characterised by the process (Bodrova, & Leong, 2003). Play is holistic and a special way of
self-determined learning among children. Play and learning are inseparable from each other,
especially in the early years setting. The use of play as a means of learning among children
has influence a lot of early childhood educational settings. However, what are perspectives
views of practitioners and educators based on the various theorists?
2.2 Theorists of children`s play
The studies of classical children`s play theorists, such as Dewey, Froebel, Vygotsky,
Rousseau and some others changed societal views and attitudes towards children (Wood and
Attfield , 2005). They further state that „„freedom to learn could be combined with
appropriate nurturing and guidance‟‟ (p. 29). Several views on play have been expressed in
relation to teaching and how play contributes to children`s learning. This shows how an
everyday life and children‟s experience of practice contributed to how play is enacted.
The four basic principles of Froebel‟s philosophy of children`s education was based on the
following: free self- expression, creativity, social participation and motor expression.
Children`s play enhanced creative imagination and physical development through games,
songs, stories and arts (Ailwood, 2007). Rogers (2011) states, that „„there is a substantial
well-documented empirical and theoretical research literature to support the view that play is
a highly significant activity in human experience and development‟‟ (p. 9). Froebel believes
that in educating the child, practitioners play a crucial role in helping children to realise this
11
activity and development. In the nineteenth century, Froebel‟s educational ideas influenced
numerous kindergarten curricula.
However, in recent years, many practitioners are embracing the constructivist approach
especially in the early years, since playful learning is seen and considered as a
developmentally appropriate alternative to didactic instructions (Fisher, Kelly, Hirsh-Pasek,
Golinkoff, Singer, and Berk, 2011).
Montessori believes that children`s educational process is aimed at developing sensory
training, language acquisition, arithmetic, physical development, practical life skills and
abstract thought. This can be achieved or realised through the teaching of the whole child and
the integration of the playful learning in the early years setting. The more intrigued children
are the more they learn on their own pace. The use of “educational playground” could help
children to acquire a variety of developmental activities that resulted in learning by doing.
Montessori believed and indicated that it was very important to train the senses of the child
before training the component of the mind (Lopata, Wallace & Finn, 2005).
According to Vygotsky (1978) children`s play is a leading activity in schools, he further
states that play allows and offers children opportunities to learn through role playing. This
means that play helps children to have confident and create understanding of their own
surroundings (Pramling Samuelsson, Sheridan and Williams, 2006). Children`s play
improves upon the realisation and formation of concepts. Play creates a ``zone of proximal
development`` that influences cognitive learning among children (Vygotsky, 1978, p. 102).
Play helps children to discover things and learn and therefore it is a “leading source of
development,” (Vygotsky, 1978, as cited in Brooker, 2003, p. 33). Play allows for effective
cognitive and intellectual development among children. The importance of play is also
realised when children are able to develop the concepts of learning and development. Play
12
activities helps children to transit from one stage of learning or concept development. This
Vygotsky described as „„play is a transitional stage‟‟ (1966, p. 12) among children.‟
Piagetian theory about children`s learning, childhood and play informed the practitioners
about the awareness of the Developmentally Appropriate Practice (DAP) (Atherton, 2011).
Developmental theorists Piaget, emphasized that the importance of children`s play in a
symbolic representation and its contribution to socialization among children. The use of play
activities helps children to learn by creating new knowledge through active experiences.
According to Edwards (2005) children`s developmental abilities and the provision of play
provide the basis that support children`s active engagement in play. This makes a significant
development in children`s learning experiences. The roles of play in children or childhood
stimulate the cognitive development for further learning. More importantly, Piaget views on
children`s play and learning was that children learn through actively exploring the
environment with the help of their senses, vision, hearing, and touch (Atherton, 2011).
Another important theorist on children`s play believed that providing children with many
different experiences „„as a lifelong process in which children grew and learned along the
way‟‟ (Platz and Arellano 2011, p. 56 as cited in Cutter-Mackenzie et al., 2014) is to enable
children to learn through play. Through play children explore and develop their thinking and
stimulate the senses. Dewey viewed children as co-constructors of their own learning
situation in the teaching and learning process (Cutter-Mackenzie et al., 2014). According to
Wood and Attfield (2005), „„children are seen as active agents and active participants in
shaping their learning environments and experiences‟‟ (p. 30). In addition, Dewey advocated
that children learn best through direct personal experience and they must be provided with
opportunities to practice them in the form of play. Children should be encouraged and
participate in meaningful projects which promote learning by doing. Furthermore, this will
also encourage development of problem solving skills and facilitates the acquisition and
13
retention of knowledge acquired. Therefore, children`s emotions are developed and supported
through self-esteem whiles learning through play, this helps them identify others emotional
conditions (Grolnick & Slowiaczek, 1994; Lindsey & Colwell, 2003; Normandeau & Guay,
1998).
2.2.1 Classical Theories of play
Another area of concern is the classical theory of play which highlights the role of play in the
development of children. Saracho & Spodek (1995) conceptualized that the Surplus Energy
Theory, Recreational or Relaxation theory and Pre- exercise are those classical theories that
are important and relevant to children`s development and learning. These theories describe
how children`s imitation and practicing roles through playful activities such as dramatic play,
rough and tumble play. Children play to practice activities needed to master tasks performed
by adults. All these theories contribute to children`s intellectual function and development.
Through play children develop physically, refined motor skills and for relaxation, thus
children`s play develop in stages and prepares them for live long learning in the future (Kieff
& Casbergue, 2000). This is importance for cognitive developmental function among
children.
2.2.2 Modern / Contemporary theories of play
The contemporary theory talks about children`s play development in modernity. According to
Saracho & Spodek (1995), these theories talk about cognition and symbolisation of play. The
theories are Psycho-analytic, Arousal modulation and Meta-communicative (Mellou, 1994 as
cited in Saracho & Spodek, 1995). He further states that through play children do away with
negative emotions and embrace positive emotions. Children express their inner feelings as
they play. Play activities enable children to master, gain power and reduce helplessness
situations in life. Play is a special self-determined way of learning with all senses, with strong
emotional involvement, with mental and use of physical force (Levy, 1987).
14
Lindsay, Johnson & Kwon (1991) and Sutton- Smith (1986) argue that the CognitiveDevelopmental perspective; is a theory of play which explains how effective children`s
cognitive development is enhanced through play. Children develop more insight by creating
their own knowledge through play and the degree to achieve optimal stimulation is by
manipulation of objects at play. Play provides lots of opportunity and stimulates children`s
interest to learn, explore and imagine.
2.3. Early childhood Education in Malta
The provision of pre-school is by the state, church, and Independent (private). The
Directorate for Quality Standards in Education (DQSE) is responsible for the supervision and
monitoring of all the KG settings under the Ministry of Education and Employment. The preschool department is made of child care (0-3 years old) and kindergarten (3-5 years old). The
kindergarten is also sub divided into KG 1(children aged 3 to 4 years) and KG 2 (4 to 5
years). The child care is under the Department of Social Welfare Standards and the KG is
under the Ministry of Education and Employment (Ministry of Education and Employment,
2006). In defining early childhood education and care in Malta, there is the need for massive
responsibilities on the shoulders of adults and practitioners in supporting the development
and growth of learning of children in the pre-school settings (Ministry for Education and
Employment, 2006). The (MUT) teacher ratio for the kindergarten settings are one adult to 15
three-year-old children and one adult to twenty four-year-old children (Ministry of Education,
Youth & Employment, 2007). How is teaching and learning conceptualised in the Maltese
national ECE policy framework?
The (Ministry of Education and Employment), the National Curriculum Framework for All
(2012) indicated that the Maltese early years outlined the following to provide quality ECE:

Embrace the socio-cultural dimension surrounding children`s learning

Promote activities that are relate to children`s real- life experiences
15

Allow child initiated activities acknowledging that learning in the early years is a
process of co-construction and collaboration.

Offer children the opportunities for hands- on activities
During this stage of early development, children learn and acquire skills through imitations,
observations, experimentation, exploration and exposure to stimulate the environment.
Practitioners are to set up learning experiences that encourages direct-hand –on activities.
The National Curriculum for All (2011) (Ministry of Education, Employment and the Family
(2011c), indicated that the early years in Malta cannot be left out. This is because „„the
overall, holistic development, learning and understanding which occurs in the first years must
be recognised and used as the foundation towards learning and development‟‟ (p.11).
The National Curriculum for All (2012) (Ministry of Education and Employment, 2012)
highlights the aims for the curriculum; some of the aims are as follows;
(1) Encouraging teacher‟s children and young people and teachers to work together and learn
from each other.
(2) Providing quality time for social interaction, non-formal learning and peer activity.
According to Flottman, McKernan and Tayler (2011) early childhood teachers are to provide
the best support for children‟s learning and development. There should be mutual
understanding between teachers and children to facilitate effective teaching and learning. The
national policy (Ministry of Education, Youth and Employment, 2006), also indicated that the
main aim of the curriculum at the early years „„is to enhance the holistic development of all
children”. The holistic development is by developing the intellectual, socio-emotional,
physical development and moral development of the children.
16
2.4 Teachers` conceptualisations and perceptions of children`s play
The concept of play and pedagogy influences the conceptualisation and perspectives of
practitioners`. Practitioners` perceptions and conceptualisation of play are very vital because
practitioners play very important role in managing classroom situation in the pre-school.
Practitioners` also create a cultural balanced environment and putting into practice content
and policies of the educational goals.
Research has shown and confirmed that per-school practitioners‟ balance both theory and
practice of play as much as possible in the teaching and learning process (Babić & Irović,
2004; Davis, 1997; Einarsdóttir, 1998). This involves interactions between the child and the
practitioner during the process of teaching and learning. It is during such interactions that the
practitioner identifies how the child may be assisted in learning and what the child is capable
of doing with appropriate support. Teacher-child collaboration within the Zone of Proximal
Development (ZPD) of the children is critical for effective teaching and learning (Chaiklin,
2003). The use of play in a pre-school is to motivate children for curriculum-based learning
tasks that facilitate easy learning (Hyvonen, 2011).
In defining the practice and use of play in pre-school, teacher`s embraced the themes
enshrined in the national curriculum. Therefore, teachers are to plan activities that reflect the
aims and objectives inconformity with the educational goals in the national curriculum.
Furthermore, teacher`s based their perceptions on both Piaget‟s theory and developmentally
appropriate practices (DAP) (Pramling-Samuelsson, & Fleer, 2009) to reflect children`s play.
Also, practitioner`s support and execute educational goals and philosophy in relation to
teaching and learning of children. In pre-school, children`s play are considered as an
educational tool for teaching and learning. Therefore, practitioner`s concept and perspective
of play is to promote the development of motor skills, cognitive, social, and emotional
competencies for children. Similarly, the use of play helps children to think logically, acquire
17
language skills, share, take turns, cooperate, and generalised symbols that are useful in the
classroom. Sutton-Smith‟s (1997) discussion of the rhetoric‟s of child play, he describes the
tutorial stimulation effect, or the view that the increase in children‟s competencies is caused
not only by the play forms introduced, but also with the relationship between the teacher and
children. Therefore, since teaching and the importance of children`s play could not be
separated, practitioners` personal philosophy influences the pedagogy in the pre-school.
Children`s participation in interesting playful activities enhanced self- reliant learning (Dodge
& Bickart, 2000). Practitioner`s, however, conceptualised children`s play as a joyous
moment in the early years setting. The planning of classroom activities and the selection of
play materials from the environment are the challenges for the practitioners. Nevertheless, the
interest of the children in participation in both the classroom and play activities is paramount.
This was agreed by Wood (2010) stating that, the homogenization of children`s practice turn
to eliminate or reduce the individuality of each child. Practitioners should prepare the
environment and plan experiences that are significant for children‟s learning, as well as the
day to day activities to give them opportunities to understand their environment.
Practitioners` perceived the integration of play in pre-school as a means to help children
develop skills and for learning purposes. Practitioners conceptualised the use of play as an
educational pedagogy tool. Nonetheless, children`s play in pre-school is often used as a timefiller and losses its purpose. Practitioners` further perceived children play as a learning
process but not the final product. Simultaneously, more responsibilities are expected from
practitioners in pre-school settings. The educational pedagogy of children`s play should be
based on activities rather than on academic skills (Marjatta, 2002). According to SuttonSmith (1997; as cited in Sandseter, 2009) these play activities provide children with an
experience of arousal, excitement, fun, sense of belonging, joy, and light-heartedness.
Children develop through play and it is the best way of learning for the future. Accordingly,
18
Sutton-Smith (1997) argues that, children‟s play provide experiences and excitements that is
pleasurable, which they want to do it again. Similarly, children like to be engaged in play
activities that is relevant to them. Bae (2010) also agrees that in the early years settings,
practitioners must be attentive, listen to and attempt to interpret children`s body language and
reactions, and must be observant in relation to their actions and in-actions, aesthetic
expressions and eventually their verbal communications.
The Bodrova (2008) also pointed out that practitioners conceptualised children`s play by
using different activities to influence children to play. In play based teaching, the most
important thing is not the satisfaction the child receives, but the objective use and the
meaning of the playful activities deployed that the children are unaware.
When children play, the domains (cognitive, affective, and physical) are enhanced. How can
these be possible? Practitioners` perception of children play and learning is a contributory
factor for these developments. This transcends through the planned learning activities and
appropriate teaching strategies used by the teachers. Reasoning, problem solving,
classification, comparing, generalization of concepts are all derived through the play and
learning process, these are made possible by teachers guidance (Ministry of Education
Science & Sports, 2007). Practitioners use play in a wide range of activities such as sorting,
pairing, matching, comparing, counting, shapes and many others to help the child reason
logically, discover new ideas and develops interest in area later in life. Practitioners see
themselves as pivotal support for children`s play and in the teaching and learning situations.
Although practitioners value the role of play in skills development and learning among
children, they are unaware of how to conceptualise it in an instructional manner (Saracho &
Spodek, 1998, as cited in Haney and Bissonnette, 2011). Practitioners should also be more
knowledgeable and interested in children`s play both in content and pedagogy. However, the
following were outline as important “knowledge” and “skills” for practitioners in dealing
19
with children`s classroom situations by the OECD`s (Centre for Educational Research and
Innovation (1994: p. 14-15)
(1) Content knowledge or knowledge of the substantive curriculum areas required in the
classroom;
(2) Pedagogic skills including the acquisition and ability to use a repertoire of teaching
strategies;
(3) Reflection and the ability to be self -critical, the hallmark of teacher professionalism;
(4) Empathy and commitment to the acknowledgment of the dignity of others.
These knowledge and skills are very important for teachers in dealing with children to help
them in the teaching and learning process.
(5) Managerial competence, as teachers assume a range of managerial responsibilities within
and outside the classroom.
2.4.1 Play and Learning in Maltese Pre-school Settings
The department of curriculum development highlights the role of play as a developmental
progress for children in the kindergarten. The value based of play activities helps children in
their growth and development. Play among children caters and promotes physical and socioemotional needs of children as they interact with each of in the pre-school settings. The
(National Curriculum Framework, 2012) (Ministry of Education and Employment, 2012)
stresses that practitioners are to guide children step by step to enable them achieve their
potentials in life. Additionally, children will be able to connect the cause and effect during
play time.
20
Seemingly, children are to develop holistically, a play based pedagogy is embraced to offer
interactive learning. Children`s exposure to play materials constitute their expressive arts.
This can be achieved through participation and engagement in symbolic and role play
activities (National Curriculum Framework, 2011) (Ministry of Education and Employment,
2012). Learning through play also helps children to develop physically, thus, develop healthy
life. Similarly, children`s effective engagement in play activities help them to develop
learning competences. Children learning competences such as wellbeing, intellectual, social,
communicative and learning dispositions constitute the child in the pre-school setting
(National Curriculum Framework, 2011) (Ministry of Education and Employment, 2012).
Hence, practitioners and leaders in the various early year settings are to help and support
children to achieve the set outcomes. Furthermore, practitioners are to offer hands-on –
activities that will promote real experiences for all children. Learning in pre-schools is the
only setting in children`s life where children satisfy their environmental curiosities. Play is
an activity based approach in the framework, where themes have been organised to ensure
that learning start from known to unknown or familiar to unfamiliar for an enjoyable preschool life. This hallmark of achieving developmental goals will be successful when children
work with peers and practitioners in the pre-school.
2.5 The Benefit of play
Play is the most important work of children and also a way to express their happiness. Play is
an activity based and child centred approach where all teaching and learning are integrated to
help the child develop a concept. Play is also considered as right for all children. The
conventions on the rights of the child article 31, states that;
„„States parties shall recognize the right of the child to rest and leisure, to engage in play
and recreational activities appropriate to the age of the child and to participate freely in
cultural life and the arts‟‟ (UNCRC, 1989).
21
The roles and benefits of children`s play in pre-school are enormous. Therefore, play helps in
the holistic development for all children. These developments are physical, emotional, social
and cognitive (Fromberg & Gullo, 1992). Similarly, Fleer (2010) state that, these
developmental skills help children to focus on later learning in schools. Fleer (2010) further
argued that children`s play contribute to the enhancement of their knowledge and skills
development. An important opportunity for children to experience childhood is through play.
In addition, it is only through play that the children`s are able to gain control over their
cognitive, motor, creative and relationship abilities; thus overcome “limitations”.
Accordingly, children are able to exercise full concentration at play and accomplished it with
no effort (Maturana &Verden-Zöller, 2004 as cited in Gurgel & Moraes, 2014). The value
for children`s development both home and school is through learning in play full activities.
Play helps the children to learn and develop a varied of skills.
Another benefit of children`s play is the development of language. The emergence of
children`s language is through interactions with peers, teachers and adults whiles playing.
The interactions of play materials also increases children`s language development. Play
helps children to interact with the environment and learn as well. Therefore, as children
imitate the behaviour of others and interact with the environment they acquire more and
better communication skills. Seemingly, as children are motivated to play, they become more
linguistically and their confidence level are enhanced. Through play children develop selfregulations. Bodrova (2008) affirms that, play promotes children`s intentional behaviours
and support their school readiness. Additionally, children develop regulations skills such as
turns-taking, cooperation and unity through play. Play helps children to develop physically.
Play activities help children to develop and have control over their fine and gross motor
skills. Research has shown that through play children develop hand-eye coordination and
spatial awareness necessary learning (Sandseter, 2007; & Smith, 2005). Similarly, children
22
manipulations skills are refined and that very important for sorting, matching and grouping
during play activities. For instance, the ability for children to master a skill in an activity is
through play. Through play children are able to make friends. While interacting with each
other they develop social skills. The importance of children`s play is regarded as a tool for
holistic development which facilitate further learning (Sollars, 2003). The children are able
to show their feelings and thoughts through play. It also improves their imagination and helps
them to see other people perspectives from a wider view. Providing children with lots of
opportunities to play and ability to engage in playful activities will encourage children to
learn and enjoy the school environment. Finally, play helps children to discover things and
learn thus, “play has been shown to be a leading source of development,” (Vygotsky, 1978,
as cited in Brooker, 2003, p. 33). This allows for effective cognitive development and
retentive memory among children. It will also provide opportunities for children`s future lifestyle and life-skills that will be useful in the community (Sollars, V., Attard, M., Borg, C.,
Brian, M., 2006).
2.6 Summary of Reviewed Literature
The reviewed literature explored important aspect contained in the chapter which looked at
conceptualisation of practitioners view and children `s learning through play. The main focus
was on teacher`s conceptualisation on the perspectives and value of children`s play. The
chapter discussed definition of play, theorists of children`s play, Classical Modern /
Contemporary theories of play, early childhood education in Malta, teachers` perceptions and
conceptualisation of play, play and learning in Maltese pre-school settings and the benefit of
play. Even though, there has been lot of research done in areas of children`s play. The
literature contextualised the in details teacher`s pedagogical concepts, perspectives and value
of play. In addition, how the value of play has influenced their teaching and learning. The
next chapter will discuss the methodology in relation to information obtained by literature.
23
CHAPTER THREE: METHODOLOGY
3.0 Introduction
The main aim of this small-scale study was to explore the conceptualisation and perspectives
regarding children`s play of four practitioners and an administrator working in an early years
setting in Malta. In this chapter a detailed description of how the study was conducted is
presented to include details about the research design, sampling techniques and research
participants. Additionally, information is included about the instruments used in data
collection together with an overview of how the analysis was done. Issues dealing with the
reliability and validity of the study together with ethical considerations are also considered.
3.1 Research questions
The study has three main research questions which jointly contribute to an in-depth
understanding of the beliefs of practitioners and the challenges faced when translating these
views into meaningful learning experiences. The specific research questions are:
I.
What are practitioners‟2 conceptualisation and perspectives on the
value of play in a pre- school?
II.
What value do practitioners attribute to play and consequently, how
do they promote play in early year settings?
III.
What challenges do practitioners face in promoting play in early
years?
3.2 Research design
According to Mukherji & Albon (2010) a case study approach in research provides an indepth understanding of an issue being explored within a social context. Results from findings
2
Members of staff responsible for children in the non-compulsory KG sector in Malta are referred to as
Kindergarten assistants rather than teachers. Until very recently, KG assistants have not had the opportunity
for a university programme of studies and therefore cannot be referred to as teachers. KG assistants do not
assist anyone but are fully responsible for a maximum of 15 three-year-olds or 20 four-year-olds. In the current
study, rather than KG assistants, reference is made to practitioners.
24
in qualitative research cannot be generalised since the study does not involve a large enough
or representative sample of settings (Marshall, 1999). A qualitative approach is one which
involves exploring human behavioural patterns and ascertaining of views (Hogan, Dolan, &
Donnelly, 2009).
The use of case studies is primarily used by researchers interested in relationships about
social interactions (Denscombe, 2007). Bryman (2012) states that data collection involving a
qualitative research approach generally focuses on narratives rather than dealing with
numbers. Data for the current study were collected over a period of three weeks and
consisted of two main instruments, namely: observations of children`s day-to-day activities
within and outside the classroom context and interviews with practitioners and an information
from the head of the setting.
For the observations, the researcher spent three days in each of the four KG classrooms for
three hours each. In all the researcher spent about thirty-six hours observing the children`s
daily activities. During the observations children`s involvement in both out-door and in-door
activities were observed. The second phase of data collection focused on interviews of the
practitioners and an information from the head of school. Interviews were conducted
individually in order to allow for practitioners to freely express their personal beliefs and
perceptions. Information from the head of school was received at the end of the data
collection procedures.
3.3 The school setting and the research participants
The study which was conducted in an independent school involved the Head of school, four
practitioners and the children in four early year settings/classrooms. An independent school
setting was preferred because English tends to be the dominant language for instruction and
communication with the children as well as amongst adults. Such an environment offered the
possibility for an in-depth understanding of what was taking place in the setting when
25
observations were done. This purposive sampling technique was employed in the study to
select both the early years setting and the participants for the study. Such sampling is the
most common technique in qualitative research and helps researchers obtain in-depth,
“information-rich” data involving the case study (Patton, 1990).
The setting was located in a quiet environment where children are transported either by
parents or school transport. The early years setting accommodates over 320 children with
state- of-the art facilities used for both in-door and out-door play activities, teaching and
learning. There are children from different cultural backgrounds, thus the school offers a
multi- cultural setting. The setting is spread over a large area with lots of resources available
for all children. There are music and computer rooms specifically designed. The classrooms
were spacious enough to allow for free movement of the children and the available space is
organised according to different learning areas. An interactive white board (IWB) is available
in each classroom to facilitate teaching and learning. The layout, design and furniture in the
various classrooms together with the resources available contributed to creating playful
activities.
The early years setting in this school comprises four classrooms with three to four-year-old
children and another four classrooms with four to five-year-olds. A further three classrooms
welcomed children who were under the age of three years. In each classroom, apart from the
principle practitioner, support staff was regularly available.
The four classrooms where observations took place and where the main practitioner was
interviewed were chosen by the Head of School. In each of the four settings, the interview
was conducted with the principle practitioner responsible for the class. Although the Head of
school facilitated the choice of practitioners, all were formally invited to take part in the study
through recruitment letters which provided information about the study. Thus, consent was
sought and obtained from all participating individuals who indicated their acceptance
willingly.
26
Apart from seeking consent from the head of school and the individual practitioners, an
information letter was drawn up and sent to all parents. There were 95 children distributed
across the four participating classrooms: there were 44 children in the two classrooms with
three to four-year-old children and 47 children in the two classrooms with four to five-year
old children. The information letter served to let parents know about the presence of the
researcher for the observations. (Refer to Appendix 1).
3.3.1 Head of early years setting
As a qualified head of school, the work involves administrative duties together with the
management and supervision of practitioners and the children. The head of the setting is in
possession of a Master degree in Educational Leadership and Management together with a
Bachelor qualification in Education. She also has many years of practical experience from
working in education initially as a primary school teacher and subsequently as a head of
school.
3.3.2 Participating practitioners in the setting
Four female practitioners and a female head of school participated in the study. Some
background information about the participants is included in Table 1.
Table.1 Background of Head and Teachers (practitioners)
Head of school
Practitioner
Practitioner
Practitioner
Practitioner
A
B
C
D
Age
57 years
47 years
39 years
43 years
52 years
Qualification
Masters in
Educational
Leadership
and
Management,
B. Educ.
(Hons) in
Business
Management,
Certificate in
Education;
Diploma in
Education,
Administration
Diploma in
Diploma in
child care;
Certificate in
Special needs
Diploma in
Montessori
Diploma in
child care
management
Montessori
27
Work
and
Management
11years (As
experience
Head)
15 years
10 years
15 years
14 years
The practitioners are assisted and supported by the school in accessing necessary teaching
and learning materials. The professional development of the practitioners is enhanced and
supported by the school periodically. This helps staff to keep abreast with modern teaching
techniques and strategies. Regular, weekly meetings are held in order to share and discuss
the learning programme which is drawn up collectively and collaboratively. Information
letters and consent was sought from participating practitioners (Refer to Appendix 2)
3.4. Research instruments
Two primary research instruments were used for the study: non- participant observation was
used in order to obtain data about the activities which children took part in during their
regular school days; interviews were conducted individually with each of the four
practitioners as well as information from the head of school.
Systematic classroom observations were conducted in each of the four classrooms for the
researcher to gain first hand information and knowledge about the day-to-day running of the
setting as well as to compare the practical sessions against the perceptions and beliefs
expressed by the practitioners during the interviews.
Interviews were utilised for collecting data since they are easy and quick to administer and
offered the researcher the opportunity to ask for additional information through probe
questions or seek further clarifications to responses that are not clear (Mukherji & Albon,
2010). Secondly, interviews were considered suitable for the study considering the small
number of participants. Since data were to be collected from five adults, this was considered
to be a manageable number for individual interviews.
28
3.4.1 Observations
3.4.1.1 Non –participant observation at the setting
In the field of early childhood education and care, observation is one of the best research
tools for data collection when conducting qualitative research. According to Rolfe & Emmet
(2010) observation is “one person‟s perception or measurement of something about someone
or something else” (p. 312). To compliment the interviews granted by the practitioners and
the information from the head of school, observations of children`s day-to-day activities were
carried out in each of the four early years groupings.
The main aim of the observations was to develop an in-depth understanding of practitioners`
pedagogical views in comparison to their beliefs, perceptions and practices of children`s play.
According to Ostrower (1988) the observation tool helps to minimise the interactions
between the researcher and the participants, thus providing first hand information where
subjectivity is kept to a minimum. When observations are used as a tool for data collection,
ensuring as objective a stance as possible is imperative in order to capture a true picture of
events (Dewalt & Dewalt, 2002). Observations further served to corroborate the views and
perceptions expressed by the practitioners. Non- participant observation affords the
researcher the opportunity to get immersed in the setting and understand the situation and
describe it (Croll, 1986). The observations provide supporting evidence to compliment the
practitioners' interview responses. The researcher sought permission from the head of school
for the conduct of the study. The head of school was served with invitation letter and consent
form to participate in the interview for the study (Refer to Appendix 3and 4).
3.4.1.2 Procedures for non-participant observations
The observations took place in the various classroom situations; every aspect of interactions
that involves teaching, learning and children`s play was noted. This was done to see how
practitioners` perceived play in children`s day-to- day activities. In documenting the
29
observations, the anecdotal record method of observation was adopted and subsequently
used. The use of the anecdotal record provides a rich picture of practitioner`s
conceptualisation and perspectives of children`s play in the setting. This process allowed the
researcher to observe and record events as they occurred naturally in the setting (Bell, 2010;
Bryman, 2012). The researcher observed the practitioners and children during out-door and
in-door situations and infer about what they are doing (Stauffacher & DeHart, 2005). The
researcher took notes of the children`s day-to-day activities in the setting which was later
referred to in the study (Refer to Appendix 5). The recording of events offered valuable
information in relation to children`s play in the setting. These include observing children
during teaching, learning, playing and lessons on Computer (Information Communication
Technology) and Music.
Additionally, the researcher avoided giving instructions and asking children questions,
though was sometimes involved in all activities (Corsaro, 2005). The process of getting
involved in some activities helped the researcher to look out for children`s involvement in
play activities offered by the practitioners.
The observations also provided some sources of questions that demanded clarifications by the
practitioners. The researcher observed the children`s activities in four different classroom
situations, three times a week for a period of three weeks. In all about 36 hours was spent
observing the children`s day-to-day activities in the natural setting.
30
The table below shows the observation schedule in the setting
Table.2 Observation schedule in the setting
KG group „A‟
KG group „B‟
KG group „C‟
KG group „D‟
Monday
16th March, 2015
9am-12 :30pm
Friday
20th March, 2015
9am-12:30pm
Wednesday
25th March, 2015
9am-12:30pm
Monday
13th April, 2015
9am-12:30pm
Tuesday
17th March, 2015
9am-12: 30pm
Monday
23rd March, 209am12:30pm
Thursday
26th March, 2015
9am-12:30pm
Tuesday
14th April,2015
9am-12:30pm
Wednesday
18th March, 2015
9am-12:30pm
Tuesday
24th March, 2015
9am-12:30pm
Friday
27th March, 2015
9am-12:30pm
Wednesday
15th April, 2015
9am-12:30pm
3.4.2 Interviews with practitioners
The collection of data with practitioners was done through audio recorded interviews. In
qualitative research the use of interviews is the “most prominent” data collection instrument
(Punch, 2009). Semi-structured interviews were conducted consisting of open-ended
questions for the interviewees whilst simultaneously allowing for some modifications and
probe questions during the interview itself. The interviews served to find out from
practitioners their practices, beliefs and perceptions about play as well as how they managed
to incorporate play in their kindergarten setting.
The interview guide for the head of school consisted of 17 items, organised into three
different sections. Section A focused on items to collect some background information;
Section B focused on beliefs, perceptions and practices with regard to play and the school
curriculum which constitute section C. The list of questions asked of the Head of School is
included in (Appendix 6). The practitioners` interview consisted of 19 items which were
divided into three sections: Section A provided some background information; section B
focused on practitioners‟ beliefs, perception and practices together with insights about play
31
and the school curriculum which constitutes section C. (Appendix 7) includes the set of
questions asked the practitioners.
The researcher conducted a semi-structured interview with each of the four practitioners.
Contrary to the original plan, the head of school was not interviewed due to her numerous
schedules. The head of school provided information based on the interview guide.
3.4.2.1 Procedure for the interviews
There are different variations in formality and structure involving the use of interviews (King,
2004). The interview-style had a well-planned focus in advance, allowing the researcher to
efficiently and effectively use the time as an interviewer. Before conducting the interview,
both the head and the practitioners were given the list of questions in advance to help them be
well-informed about the questions. By providing participants with questions ahead of the
interview, it ensures that appropriate information pertaining to the study is obtained
(Creswell, 2007). Participants were given the opportunity to decide a place and time which
were convenient for them in order to conduct the interview. All participants accepted to be
audio-recorded. Practitioners 1, 2, 3 and 4 were interviewed separately on their preferred
days. Each interview lasted approximately 30 minutes.
The audio-recorded interview was transcribed and interviewees were given the final version
to check for clarifications. This process is described or termed „member checking‟ (Lincoln &
Guba, 1985).
Although the Head of school had initially accepted to be interviewed and audio-recorded,
time constraints and work commitments made this difficult to accomplish. In fact, data from
the Head of school were collected at the beginning of May; some two weeks after the
practitioners had been interviewed. The Head of school chose to reply to questions set by
sending in written responses. Where clarifications were required, the Head also preferred to
elaborate on her initial answers by responding in writing.
32
Table.3 Schedule for the interviews of practitioners and head of school
Practitioners
Day / Date
Time
Practitioner A
Monday,13th April,2015
1:20pm
Practitioner B
Monday,13th April,2015
12:45pm
Practitioner C
Wednesday,15thApril,2015
1:20pm
Practitioner D
Wednesday, 15th April, 2015
12:40pm
3.5 Data analysis procedure
The interviews were analyzed using content approach which is a common method data
analysis in qualitative research. Such an analysis contributes to the selection and organization
of the collection of data by the researcher (Bryman, 2012).
The data analysis was carried out in two stages: the audio-recorded interviews were first
transcribed. The transcriptions subsequently allowed the researcher to gain familiarization
with the interview. By listening to the interviews and reading through the transcripts, themes
were discovered and comparisons amongst the respondents could be drawn. The transcribed
data were given to the interviewees to go through and make the modifications or
clarifications as necessary.
The themes were analyzed and related to the analytical and theoretical ideas developed during
the research. According to Denscombe (2007) this process enables the researcher aims at
objectivity, reliability and validity. The findings from the data analyzed were related to the
research questions of the study.
3.6 Pilot Study
A pilot study was conducted prior to the actual study. This was conducted as „„a small scale
version or trial towards the preparation for a major study‟‟ (Polit, Beck, & Hungler, 2001, p.
467). This pilot study was important to determine if the interviews would yield the needed
33
results of the actual research and to check the validity and reliability of the study. The pilot
study was carried out with five male individuals who used to be teachers. The pilot testing
helped the researcher to familiarize himself with trialling of the interview questions. The pilot
testing was conducted to pre-test the audio- recorder, its sound quality and consistent. More
importantly, the pilot test was done to check for clarity and coherence of the questions asked
as well as the duration of the interview. The pilot study was successfully administered and
tested. The pilot study was done over a period of two days.
3.7 Ethical Considerations
In interpretive research ethical issues are highly important. In view of this, Cohen, Manion
&Morrison, (2000, p. 66) state that in research, „„methodological and ethical issues are
inextricably interwoven‟‟ much of the findings or inquiry in research, it was designated as
qualitative or interpretive. Similarly, Daniel (2005) posits that ethics has three aspects worth
mentioning in the context of conducting educational research. The first aspect according to
the writer is that the research should be harmless. The second aspect has to do with keeping
confidentiality of the respondents. The third ethical aspect is that the participants take the
time of respondents on behalf of the research, thus, having respected for time and not to be
wasted. There is the need to show respect and hold in high esteem the value of the rights of
participants in research (Denscombe, 2007; Bryman, 2012; & Bell, 2010).Therefore, research
involving children should respect their rights and freedom (UNCRC, 1989). Mac Naughton,
Rolfe & Siraj Blachford (2001) indicate that an institutional ethics committee is to grants
approval for student researchers before conducting the research. This is done to ensure that
student researchers observe and maintain ethical standard before data collection. The
adherence is observed by writing to seek and obtain permission as well as consent from the
school and research participants.
34
The researcher sought and obtained permission from the school authorities through
information and consent letters from the head of school, parents and practitioners. The aims
and purpose of the research was duly explained to all participants. This was done to inform
participants that their involvement in the research was voluntarily and they could redraw
from the study at any point in time without prior notice or information. Participants were
assured of anonymity.
3.8 Trustworthiness
In the educational related field of research, “findings of an inquiry are worth paying attention
to” (Lincoln & Guba, 1985 p. 290). It is the responsibility of the researcher to ensure that the
research participants trusted the information gathered. In pursuit of trustworthiness in
qualitative research, Lincoln & Guba (1985) constructed four criteria; credibility,
transferability, dependability and conformability. Credibility was ensured where the
researcher spent three weeks intensive engagement with participants and observing children`s
day to day activities. The engagement and the observation offered the researcher ample time
and opportunities to understand the perspectives of the participants. This was done to
establish a „„relationship of trust‟‟ between the researcher and the participants (Shenton,
2004, p. 65). The observations provided diversity of children`s play perspectives as
described by practitioners. This situation is described as “circling reality” (Darvin, 1983).
In essence, the methodology used in collecting data confirms the validity of the study.
Practitioners interviewed were given the opportunity to review transcript of the audiorecorded interview and to confirm the actual recording.
3.9 Conclusion of the chapter
The chapter discussed the methodology carried out in the study. The researcher outlined the
research questions and described the instruments used for data collection from the
perspectives of practitioners. The next chapter highlights results and the discussion.
35
CHAPTER FOUR: RESULTS AND DISCUSSIONS
4.0 Introduction
In this chapter, the findings from the data collected through the interviews with the
practitioners, information from the head of school and the classroom observations are
analysed and presented. The chapter also highlighted the discussion aspect of the study.
Where relevant, results arising from the interviews are presented alongside excerpts from the
observations in a way whereby claims made by the practitioners and information given by the
head of school are reinforced and supported by their practices. Discrepancies arising between
the practitioners‟ perceptions, claims and beliefs against what was observed during the
activities will also be highlighted together with a discussion about the value of children`s play
and the benefit of play in the early years setting.
4.1 Observations
As detailed earlier (METHODOLOGY CHAPTER) three sessions of observations were
conducted in each of the four classrooms. During these observations anecdotal records were
kept to record the practitioners‟ roles and the children‟s interactions and engagement within
and outside the classroom. Prior to providing details about the interviews, information from
the head of school and the corresponding observations sessions, general information about
the layout of the early years setting is provided to help the reader understand the setting.
4.1.2 General background about the settings
Within each age-group (3-4-year-olds and 4 – 5 years-olds), children were assigned to one of
four classrooms. Apart from meeting and interacting with children in their classes, each
group of same-aged children had the opportunity to meet, play and interact with others in an
internal common area around which the individual classrooms were located.
Through the physical space, the layout of the setting and resources available, children
potentially had opportunities to engage in role-play, pretend play, construction play and
36
creative play. All these play-based activities could be geared towards assisting children in
their understanding of the themes, activities or lessons being presented.
4.1.3 Organisation of classroom space
All classrooms were spacious, airy and well-decorated with assorted materials teaching and
learning. There were several displays including the letters of the alphabet and numerals. The
classrooms were divided into various learning areas or corners including areas for numeracy
with blocks, stencils, cut-outs and other numeracy-related materials; language and literacy
with library shelves filled with assorted books; a creativity area which included a homecorner and a variety of play materials. Some drawings and paintings done by the children
were also displayed in the classrooms. Children usually sat around round tables in the
classrooms for most of learning activities. All classrooms have an interactive white board,
next to which there is a language area generally used for story -telling. During teaching and
learning the practitioners sometimes moved around the classroom to help explain concepts
and learning goals to the children. Next to the language area is the kitchen and bulletin board.
Next to the door in KG 1 classrooms, there was a „stinking chair‟ (to maintain discipline in
the classroom). Behind the door was the area for keeping cars, toys, and trucks meant for the
children to play. There was a big wardrobe where most of the teaching and learning materials
were kept, including puzzles, counters, stencils (both alphabet and numerals), crayons,
coloured pencils and scissors.
Figures 1 and 2 below provide an overview of the layout of the KG1 and KG 2 settings at the
school where the study was conducted.
37
Figure: 1. Overview of KG1 (3-4 years old) classroom setting
38
Figure: 2 Overview of KG 2 (4-5 years old) classroom setting
The play ground is equipped with several resources which have been designed keeping safety
issues in mind. The corners of all the walls are fitted with rubber matting to protect the
children from injuries. Children were taken outside to the play ground for all sorts of
activities which generally promoted their locomotor skills. Apart from freely running around,
children had access to climbing frames, a slide and swings. The playground time offered
opportunities for children to engage with and interact freely amongst themselves, with their
own immediate classmates as well as with children from other groups who happened to be
outside. Practitioners generally supervised the play activities without directly taking part or
intervening in the children‟s activities. Sometimes, they took part in activities such as „hide
and seek‟ and joined in running all over the playground. On other occasions, practitioners
assisted children with riding tricycle sand took notes of their riding abilities.
A summary of activities observed in the classrooms is presented in table 4
39
Table 4: Summary of Activities observed within the early years settings.
Class/Days
Grade 1
(3 to 4 year-olds)
MondayWednesday
Grade 1
(3 to 4-year-olds)
Friday-Tuesday
Grade 2
(4 to5-year olds)
Wednesday – Friday
Grade 2
(4 to 5-year olds)
MondayWednesday
First observation
Teaching and
colouring of desert
animals.
Who am I?
(Describing and
guessing of animals)
Preparation and
decoration of
„figolli‟ (traditional
Easter biscuit).
Preparation of gifts
basket
Writing of the
numeral „8‟.
Sorting of materials
(plastic shapes)
according to kinds,
shapes and colours.
Types of camels
with stories and
songs.
Creativityimaginative play
(moulding using clay
dough)
Story telling
(the princess and the
butterfly)
Maltese class
(identifying and
naming of objects in
Maltese)
Listening to story
(the obedient child)
Second
Observation
Third Observation
Preparation of sand
domes (sand, glue,
cardboard and brush.
Story telling(the camel and the
rabbit)
Creativity(pasting of cut-out
shapes to form
animals)
Creativity-colouring
of ocean animals
(crayon, coloured
pencil, cut-out ocean
animals)
Riding of tricycle on
the play ground
Writing of the letter
„M‟
Listening to story
(the working dog)
Role- playing the
obedient child
Computer lab
(Filling sketches
with paints)
Music(producing high and
low sounds using
musical instruments
such as drum, organ,
sticks, harp, flute etc
Music lesson
(producing high and
low sounds)
Listening to story
(harvesting of rice in
the fields)
CreativityTracing and
colouring of objects)
Language activitysound
(look and call)
4.2 Interview
Audio-recorded interviews were conducted. The focus of the interview was on the
practitioners‟ beliefs and perceptions on children`s play. The interview was in the form of
questions formulated about children`s play. The questions had been drawn up at the
beginning of the research project and were given to participants prior to their formal
interview.
40
4.2.1 Perspectives views of practitioners` on children`s play
The main theme which emerged from the interviews from the perspective of practitioners on
children`s play was that „„play is an important tool for children`s development‟‟ (Practitioner
A, interview, 13th April, 2015). In addition, practitioner B also revealed that „„play is an
activity which helped children to grow, learn and develop at the same time‟‟ (Practitioner B,
interview, 13th April, 2015). Information from the head of school also indicated that „„play is
a means of learning‟‟ (6th May, 2015). In response to perspective views on children`s play,
four of the respondents and the head of school indicated that the school supports and
promotes an array of activities for children to develop holistically. The early years setting
values play as a very important contribution to children`s development and learning. For
example, the setting offers Music and P.E as part of the school curriculum aimed at helping
and enhancing children`s physical development whilst promoting play-based teaching and
learning.
However, it was observed in the classrooms that practitioners engaged children play activities
such as face painting, dressing up and joining play dough with sticks.
One of the practitioner`s expressed that:
During the activities in the classroom with children, all activities were considered as
playful (crafts, cooking, play dough, collage, painting etc) it`s like a game. The
children enjoyed it more and learnt more. Like for example, to learnt about colours, I
asked the children to find a toy with a particular colour and looking at the materials
in the classroom with the same colour, it`s like a fun game.(Practitioner C, interview,
15th April, 2015)
However, planning for children`s playful activities takes into consideration their
development, learning, skills development and competencies. As a results, one of the
practitioner`s claimed that, children`s socialisation, communication, learning, intelligence,
41
wellbeing, mathematical concepts, knowledge and understanding are taken into
consideration. (Practitioner A, interview, 13th April, 2015)
Furthermore, teaching activities were designed to help children play, this is very important,
Practitioner „B‟ claimed.
I thought play is not only for children but for adults.... but for children, they are much
more opened to learn and receptive to what surround them. They were able to
observed information and experienced much more profound when activities were
done through play. This is because it something like having fun and brought back
good memories.‟‟ (Interview, 13th April, 2015)
The practitioners deploy variety of playful activities during teaching and learning. The
children are engaged in the following playful activities role play, jigsaw, puzzles, play dough,
table top games, rhymes, poems and story- telling. Subsequently, the practitioners further
agree that use playful activities such as counting, sorting, matching, painting and pairing
improve upon their cognitive development of the children. The creative abilities of the
children are enhanced as a result of opportunities given to them by the teachers.
Additionally, the social aspect of the children`s development is enhanced as they play and
learn in groups.
According to Practitioner „B‟, play helps the children to very receptive in their thinking thus,
„„play makes the children to be more imaginative and be themselves. It is beneficial for
socialising, communication, building vocabulary and learning of language‟‟. (Monday, 13th
April, 2015).
4.2.2 Practitioner`s influencing children's play
The theme or the concept play dominated the interview. The practitioners` interviewed
emphasised the importance of play in children`s development both at home and in school.
The practitioners indicated that they provide varieties of play materials for children to play
42
because, play promote and facilitate exploration and learning. This assumption describe why
the various classrooms are full of playful materials as well as dividing the classrooms into
learning corners to help the children explore further on their own. The practitioner`s further
admitted that the play based approach is the suitable tool mainly used to enhance teaching
and learning in the classroom. The play based activities focuses on the learner to a make
meaningful discovering in their world of learning and development. The practitioners
influenced children`s play by guiding the learning activities tailored to help discover
concepts with the collaboration of peers in the classroom. It was observed that all the time
children worked together in groups. An interview with Practitioner „A‟ confirmed, She
revealed that, „„I used to put children in groups to have a sense of belonging, to have fun,
communicate, socialise, experiment and learn as the same time ‟‟ (Practitioner A,
Monday,13th April, 2015).
In addition, play helps children in their formative stage because its forms part of their
development (Practitioner B). The practitioners contributed greatly to children` play during
teaching and learning with the view that ....‟‟ play was seen as playing a central role in preschool because through play children learn to take turns, share and how to solve conflicts‟‟
(Practitioner B, interview, 15th April, 2015). Children were observed waiting patiently to
take part in activities whiles working as a group. The practitioners see play as an essential
tool for healthy development, and growth which promote learning, however, the expectations
of school authorities and parents put pressure on practitioners to see children being able to
read and write. The practitioners support children`s play by engaging them in their own
initiated play activities.
4.2.3 Promoting children`s play in the setting
The early years setting supports and promotes children`s play by offering Music and
Physical Education ( P.E) which are conducted outside and within the classroom helping
43
children to explore in areas of dancing hoops, moving in circles and engaging in playful
activities such as singing, dancing sliding and jumping experiences. The inclusion of Music
and P.E helps in the physical development of all the children in the setting. The head of
school indicated that Music and P.E were added to the pre-school curriculum to promote
children`s holistic development and learning through play,
Music and P.E were an integral part of the curriculum in the Early Years. The PreNursery children (2 year-olds) and Nursery children (3 year-olds) were exposed to
physical education and music through the teachers themselves. This was integrated
through the thematic approach (particularly music) and centres mostly on nursery
rhymes, activity songs which required jumping, hopping, squatting and rolling.
However, the children were also given the opportunity to play in organised games
which requires running, balancing, jumping, pouring and carrying water ( 6th May,
2015).
The spacious playground offers children the possibility of using their body to explore and
improve upon their physical develops. It broke the boredom of being in the classroom all day.
From the observations and the interviews carried out in the setting, the four participating
practitioners held similar beliefs and perceptions about promoting children`s play „„we met,
planned and did most of our teaching activities through play which helped the children to
develop holistically‟‟ (Practitioner D, interview, Wednesday, 15th April, 2015). Practitioners
plan activities to teach, play and support the children`s learning. All practitioners in the early
years agreed on supporting and promoting play based approach during teaching and learning.
An interview with a practitioner revealed that „„as a team guided by the curriculum we often
plan every week according to the time of the year (winter, summer and Easter) to carry out
our teaching activities through play based approach‟‟ (Practitioner C, interview, 15th April,
2015). Similarly, practitioner „D‟ supported practitioner „C‟`s claim by saying “we do
44
everything through play to help the children to develop holistically” (Practitioner D,
interview, Wednesday, 15th April, 2015). Practitioners plan to adopt the best and appropriate
ways to promote play in the setting. Practitioners put children`s play into practice by
promoting different activities. In promoting children`s play in the setting, Practitioner „D‟
revealed that she uses “different games, equipment and types of play such as onlookers, stage
manager, co-player and play leader. I also promoted and engaged children in play activities
using blocks, puzzles, ball etc during teaching and learning in both out-door and in-door
situation (Interview, Wednesday, 15th April, 2015).
Similarly, promoting children`s in the setting, Practitioner „B‟ also claimed that,
I used role-play, drama, play nursery rhymes from the computer, show and tell, cars
and dolls. Secondly, they are attracted by scales and measuring, I gave them play
dough and pretended they are cooking, also whenever I do a activities with the
children I always look at it in holistic way, I try and bring back to the children new
textures and try to involve all the senses in what they are learning, I also turn to be a
child myself so I go….I remember the fun I used to have and bring back that fun.
Sometimes, yes if you see me I will be like one of the children running with them, even
when am planning an activity I remember what makes play interesting and I try to
bring those aspect into the activities I do‟‟ (Interview, Monday, 13th April, 2015).
However, promoting play activities in early years, practitioners are to develop appropriate
strategies. The practitioners make use of cues and hints in playful to help the children to
understand concepts. The head of school indicated that,
Practitioners` were to listened and observed when the children are playing.
Practitioners were to listened to children, build on children‟s abilities or desires,
interests, experiences, cultures, and backgrounds, providing for their needs and
facilitating them to initiate activities, to make choices, and to become increasingly
independent and responsible. They are to start from the known to the unknown and
45
help the children in a way that they promote their „being‟ and not what they are to
become‟‟ (6th May, 2015).
Moreover, when a new topic or concept is introduced by the practitioners, the children are
free to explore other play activities in their own interest. An observation was made during
Music lesson where the practitioner used play activities to teach the concept of „„loudness‟‟.
In addition, practitioners promote play activities that enhance children cognitively, socially,
physically and emotionally development as a way of competence building.
We do not focused on too much academic achievement, we aspired for them to
achieve independence, we gave them life skills and behaviour. Basically, if you look at
singing and dancing, you got physical aspect so you are helping their gross motor
and things like that, with music and learning songs, you introduced literacy without
even knowing they are learning new words‟‟ (Practitioner C, interview, 15th April,
2015).
From the perspectives of all the practitioners interviewed the value of children`s play is very
important for them as practitioners. This is because the experiences gain throughout
childhood has helped them to pass on the same unto the children in their care now.
4.3. The value of children`s play in early years setting
It was observed that children had variety of materials to explore and play. At a glance, the
setting is fully resourced both in-door and out-door play materials. The availability of play
materials offers children lot of choices and opportunities. Play is seen in pre-school setting as
a learning ground to help children acquire and develop skills for learning and development.
An indication that play is valued the head of school revealed that:
As a school we believe that learning through play is very important and is of great
benefit to all the children. We do have a set curriculum for the early years. We hope
46
that children achieve a strong sense of belonging; they learn by doing and are happy
coming to school. We promote play and playful activities where the children can grow
socially in a socio cultural environment where everyone is respected and valued. The
curriculum promotes a lot of play and playful activities – there is room for free play
both indoors and outdoors and imaginative play on a daily basis (6th may, 2015).
The curriculum of the early year setting value children`s play as holistic development. During
the interview session, all the practitioners attest to the fact that play helps children to acquire
new knowledge and skills. Furthermore, all the practitioners responded „„no‟‟ when a
question was asked whether the curriculum prevent children`s play. Information from the
head of school supported the said question and she indicated that:
Play is important because for me children will be able to learn about the meaning of
things in and around the world. They will learn to collect more and useful information
about the environment. They learn about time. They discover how things feel and
taste. Children learn about art, science, math, music, nature, animals, and people
when they play. Play also helps them to grow both physically and emotionally.
Children can be imaginative and creative when they play besides growing socially
and mentally (6th May, 2015).
Similarly, practitioners follow what the curriculum prescribes and promotes. As a results
practitioners value children`s play during both out-door and in-door activities. An interview
with a practitioner revealed and she revealed,
Achievements are set by the curriculum which includes social, communication,
learning, intelligence, wellbeing, mathematical, knowledge and understanding and all
of these are related to play and physical activities (Practitioner „A‟ Interviewed, 15th
April, 2015).
47
Furthermore, practitioners value and promote play based activities which offers the children
lots of opportunities to explore and learn. Interestingly, the children play with the same kind
of materials available in the classroom and outside the classroom. From individual
perspectives during teaching and learning the children were guided to explore different kinds
of materials to develop concepts. Interestingly, Practitioner „C‟ concluded,
Play is an experience which helps children to explore and learn. Play is vital because
it‟s part of the child development. It`s beneficial for all children. It helps children to
imagine and become creative (interview, 15th April, 2015).
In addition, it was observed that practitioners select and arrange materials based on the
needs and interest of the children. Children are allowed to choose their own play activities
and decide where and with whom they want to play with. Engaging playful activities with
peers in the classroom and out-side the class improves the social life of all the children.
Although, children between the ages of 4-5 year are subjected through formal learning most
of the activities deploy by the practitioners are play based. Practitioners incorporate play
activities during teaching to promote and sustain children`s interest and participation. It was
observed that children were engaged in playful activities during numeracy class. The writing
of the numeral „„8‟‟was done by jumping and lining up their peers to write. Engaging in a
conversation with the practitioner she said.....‟‟I engaged them in these playful activities so
that they will always remember‟‟.
An observation was made during Music lesson and children were engaged in play activities to
develop and understand the concept of „„loudness‟‟. Series of demonstrations was done
through play with the children to illustrate the concept.
4.4 Benefits of children`s play
All the practitioners and the head of school interviewed agreed that teaching through play
based is very important for children. Practitioners sometimes allowed children time and space
48
to engage in open-ended activities using their senses. Information from the head of school
revealed that, „„as a school we believe that learning through play is very important and is of
great benefit to all the children‟‟ (5th May, 2015).
The practitioner`s state that play is an experience for all children to learn, have fun and help
in the development of skills. The researcher agrees with the practitioners in the sense that
play enhances immerse benefits for children. Through play children learn concepts, explore,
experiment and develop skills for further learning which promote holistic development. Thus,
practitioner „A‟ explained play as; „„a child can play alone, with others or in a team, it is
important part of development because it allows children to learn, explore, discover and
learn‟‟ (Interview, 13th April, 2015). Through play activities practitioners support children to
learn from each other‟s culture.
4.4.1 Cognitive development
Practitioners are of the view that play help children to develop cognitively. It was observed
that through play activities practitioners engaged children in songs and rhymes to stimulate
the memory, concentration and attention. During Music lessons children are engaged in series
of playful activities to develop the concept and develop skills cognitively. Through play
children are guided by practitioners to practice their language and vocabulary skills. Playful
activities listened and watched from the interactive white board facilitate children`s thinking
skills. This process helps children to learn and acquire cognitive skills.
In addition, an observation was made during numeracy lessons where practitioners engaged
children in playful activities such as sorting, classification, matching, sequencing and pairing.
During numeracy lessons children make use of measuring scales, bowls, bottles and cups
whiles playing to develop the concept of problem solving and measurement. Children are also
guided and assisted to write of numerals through play- based approach such as sand tray,
49
writing in the air, jumping and lining up of peers to write the numeral. All these play
activities helps children to develop and acquire cognitive skills.
Furthermore, during one of the observations in the classroom children were asked to describe
an animal for the peers to guess the name of the animal described. As a playful activity the
practitioner was promoting and helping children to develop cognitive skills.
Another play based observation revealed that children were seen preparing and decorating
„„figolli‟‟ with pebbles, chocolate and icing. According to the practitioner the children`s
cognitive development is enhanced.
The children are asked and encouraged by the practitioners to play varieties of games in the
classroom such as fixing of puzzles and building blocks to learn and develop intellectual
skills.
An interview with a practitioner shows that playful activities promote important school live
among children. Thus, children learn to become more independent by being able to put on
„„jackets and apron‟‟. Practitioners further admitted that play activities helps children in their
learning experiences in life.
4.4.2 Physical development
The early year setting promote physical development of all children. As a result the early
years setting has Physical Education teacher. The setting offers and promotes playful
activities to help the physical development of the children by providing out –door play
facilities. These facilities includes slides, tricycles, football, skipping ropes, football pitch and
a large out-door play ground. Information from the head of school highlighted the importance
of Physical Development of children in the setting. She claimed. „„The children were also
given the opportunity to play in organised games which required running, balancing,
jumping, pouring and carrying water. P.E experiences are celebrated with a Fun Day‟‟ (5th
May, 2015)
50
During break it was observed that some practitioners engaged in physical playful with the
children. Some of the practitioners as well as the researcher engage in running and hide seek,
sliding and skipping with the children for coordination and balancing skills.
Furthermore, observation was made when children were taken outside to practice how to ride
tricycle. Some children were being assisted whiles others have already developed the
concept. Practitioners were seen taken notes of the children`s performance. According to one
practitioner „„we‟‟ do practice once a week to help them improve upon their physical needs.
Practitioners guide and help children to engage in hands –on exploration of materials to help
develop and improve upon their motor skills. In addition, from the children`s observation
during the preparing of „„figolli‟‟ children were guided and supported to knead and cut the
flour dough using rolling pins and knives. These activities were aimed at helping the children
have better control over the motor skills.
During teaching and learning in the classroom, it was observed that children are taken
through activities such as scribbling, rolling of play dough, drawing and colouring.
The physical benefits of children`s play are very important. Some practitioners draw
experiences from their own childhood play. Interview with a practitioner revealed how she
used to play in the fields. She claimed. „„I used to play with my doll, also l like playing
mummies and daddies, I also like to playing teachers and camp in the fields and I like to play
with my bike too‟‟(Interview, Practitioner B, Monday, 13th April, 2015).
Through play practitioners engage children in variety of playful activities to help them
develop physically.
4.4.3 Social and Emotional development
From the audio-recorded interviews of all the practitioners and information from the head of
school, social and emotional development of children are very important in early years
setting. The head of school relates her social experiences to the benefits of play for
children`s social development. She claimed.
51
I played mostly with dolls and used to „create‟ a home environment even in a corner
of a room or corridor at home. We used to play and socialised a lot with our
neighbour friends, who were of the same age, a variety of outdoor games such as hide
and seek; ball games; and board games particularly during the summer afternoons
when it was too hot to run around (5th May, 2015).
The classrooms are very spacious for children to play together for social interaction. Children
are encouraged to play in group of different cultures to promote cooperation and
socialisation. Practitioners engage children in open conversation and communication both at
play and in the classroom situation. In addition, children were taken outside the classroom to
socialise with other children. From the observations, children play in groups, share and taketurns whiles engaging in playful situation. These activities enhanced children`s social
development.
Additionally, practitioners promote play activities to cater for children`s emotional
development. In one of the classroom, it was observed that, each day a child is chosen to be a
leader of the class to promote the emotional needs and development of the children. Through
play children are taught by practitioners to say „„please, am sorry and thank‟‟ you towards
each other. Practitioners model children`s emotional behaviour and development by
respecting themselves as staff and using words like please and thank you.
Practitioners use role –play and dramatisation to help children development emotionally.
Practitioners demonstrate the concept of caring, love and sympathy through play and playful
activities to with children. Practitioner „D‟ touched on her own experiences and said, „„Yes,
we were a big family, so for me it was easy to learn how to share and care for each other. We
have to be independent‟‟ (Interview, Wednesday, 15th April, 2015).
Practitioners create a learning atmosphere to help children benefit and develop socioemotional skills.
52
4.4. 4 Language and Literacy development
Language development of children is very beneficial for communications, interactions and
socialisation. Through play children develop and acquire lot of language skills. The
observation revealed that practitioners engage children through playful activities such as
story-telling, listening and recitation of rhymes and communicative activities such as
describing of scene and asking of questions. All these activities aimed at the language
development of children. Interviews with some practitioners indicated the following.
Practitioner „D‟ revealed that children develop language skills „„by reciting rhymes,
describing objects in turns and assisting children to describe scenes listened from stories‟‟
(Interview, Wednesday, 15th April, 2015). Practitioner „C‟ also claimed that „„during
Language activities, I guided children in describing pictures, themselves, and talked about
their friends in the classroom engaging in buying and selling activities‟‟ (interview, 15th
April, 2015).
Furthermore, children are engaged in series of questions about what happens after and before
coming to school and what did you do over the weekend?
The classroom environment promotes lot of play settings for language development activities.
It was observed that during teaching and learning practitioners guide children through a playbased approach to help children develop language. Practitioners provide literacy –related
materials such as alphabet, picture reading and library corner to build children` s language
development. Children are allowed by practitioners to play with peers and communicate in
the process. Practitioners make use of the interactive white board to help children watched
and listened to activities that facilitate language and literacy development such as listening to
stories and describing objects. Similarly, practitioners encourage children in basic play
activities such as reading, writing, speaking and listening as they go about their daily routine.
53
4.5 Supporting children`s play in early years settings
The observations of children`s day-to-day –activities and the interviews of practitioners as
well as the information from the head of school demonstrated the support for children`s play
in the early years setting.
The early years setting provides varieties of playful materials to support children `s play and
learning. All the practitioners and the head of school are of the view that play helps children
to develop and learn at the same time.
The observations show that all the classrooms are decorated with numerous play materials in
relation to the learning areas. During teaching and learning children are given variety of
materials to help support the development of concepts. Furthermore, practitioners organised
the classroom environment with playful materials complimenting the teaching activities.
Practitioners display different kinds of materials like ranging from two – three dimensional
objects to support children`s learning. Although, sometimes practitioners adopt teacherdirected play support during teaching and learning. However, children are also given the
opportunity to have ownership of their own play. Additionally, children were encouraged to
play with any playful materials in the classroom at any given time.
The observations again show that practitioners plan the learning situation into play context
introducing playful materials which helps to support children`s learning and development.
For example practitioners engaged children in playful and supportive interactions that ensure
the development of the three domains.
On the other hand, the interview sessions with the practitioners and the information from the
head of school revealed the support for children`s play. Information from head of school
indicated that, „„the curriculum promotes a lot of play and playful activities‟‟ (5th May, 2015).
In the same vein, Practitioner „B‟ commented, „„the use of the interactive white board, play
dough and other materials help the children to develop thinking skills‟‟ (Interview, Monday,
13th April, 2015).
54
Interestingly, Practitioner „D‟ revealed that, „„seeing the children not getting bored, I
supported children`s play with different games, equipments, dressing up competition, singing,
dancing, role-play activities and surprise scenarios‟‟ (Interview, Wednesday, 15th April,
2015).
Consequently, the practitioners support children`s play through appropriate strategies and
techniques based on their teaching experiences. The practitioners provide play based
spontaneous activities to cater for children`s holistic learning development. All the
practitioners agreed that play in the early years setting provides opportunity for children to
have fun as well as learning.
4.6 Discussion
This section presents a discussion arising from the views on play expressed by the
practitioners who participated in the study and the implementation of these views and beliefs
in their daily classroom practices. The findings and discussions from this small scale study
should be interpreted with caution in light of the limitations of the study.
4.6.1 Importance of play-based learning
The literature explored in Chapter two highlighted the importance of play in early years
setting. Play is very important in pre-schools for healthy development and holistic learning.
Playful activities promoted by practitioners can offer children the opportunity to develop
imaginative and creativity skills, supporting children‟s ability to explore, think critically and
learn on their own. Play helps children to increase their learning and thinking skills (Bodrova
& Leong, 2005). Engaging children in playful activities helps to stimulate the thinking skills
and learn new skills that are not directly taught within the classroom situation. Teaching and
learning through play-based approach helps children to communicate, socialise and have
control over their emotions (Bailey, 2006). In addition, play provides children with lot of
possibilities to discover and develop learning potentials for the future.
55
Practitioners in the current study perceived play as a way to facilitate children`s daily routines
and offer fun and enjoyment in the setting. Practitioner „A‟ conceptualised that play is
important for language development, social interaction, creativity, imaginative skills.
Practitioner „B‟ believed that play promoted children`s creativity, they have fun and relax.
Furthermore, Practitioner „C‟ indicated that play is an experience which helped children to
explore, learn and it‟s very vital for their development which will be useful for later learning.
Information from the head of school further revealed that play is a means of learning, thus,
play helps children to work on their competencies, being social, emotional, communication
and physical development. Play helps children to discover things, experiment and learn.
These claims and perceptions by the practitioners and the head of school can be associated to
what Pramling Samuelsson & Asplund Carlsson (2008) concluded that children develop and
become very creative when they play and interact with peers in the early years setting. This
promoted effective cognitive and social development among children. Similarly, playful
activities help children‟s imagination to develop creativity skills in the future. Through play
children are able to create their own learning experiences and develop concept formation
needed for later learning experiences as well as progressing in the fields of education
(Pramling Samuelsson, & Asplund Carlsson, 2008).
From the observations, all the practitioners were willing to offer free-play all day. However,
due to the nature of the curriculum and the routine to complete work schedules, task and
projects. Practitioners were inclined to promote play based teaching and learning based on
their beliefs, values and perceptions. Indeed, acknowledging these negatives aspect of their
profession, the four practitioners interviewed and the information from the head of school
perceived play as an important ways of helping children to learn. The practitioners concluded
that through play children are able to develop basic expressive and communication skills
needed for socialisation and interaction in the future.
56
4.6.2 Practitioners` beliefs about play
According to the National Curriculum Framework (Ministry of Education and Employment,
2012), the early years setting ought to provide play-based teaching and learning to enhance
the holistic development of all children. The results from the data collected show that the
setting provides play based teaching and learning for all children by connecting teachable
activities through songs, rhymes, creativity, manipulations of objects and physical activities.
From the observations it can be concluded that children`s play promoted learning, problem
solving skills, ability to link their imagination to the environment and acquire vocabulary.
According to Bodrova & Leong (2005) through play children become creative, learn, are able
to remember concepts and develop language for communication skills. Practitioners provided
opportunities during teaching and learning and engaged children in role play and creativity
which helped children to develop by offering a play-based approach in the form of
scaffolding. For instance during a Music lesson, children were offered musical instruments
and was assisted to learn, play and develop the concept of loudness. Secondly, during the
creativity lesson children were made to prepare the gifts baskets with practitioners offering
the needed assistants and guidance.
Information from the head of school and the practitioners interviewed revealed that though
they do not provide free-play all the time, they believed in child-centred and play-based
approaches to help develop the full potential of all children in the setting. An example of this
was when the head of school indicated that childhood care, beliefs and attention shaped
practitioners interactions, engagement and teaching of all children in the setting. Practitioner
„A‟ also revealed that children are allowed to choose their own play like play dough, puzzles
and building blocks. This is consistent with Meadows`s (1993) position on the need for early
years settings to using Vygotskian model of teaching and learning. The core of this model is
57
to offer the full potential developmental of children through social and environmental
interactions (Meadows, 1993).
Practitioners revealed through the interview that conceptualisation and perspectives of
children`s play is very important in the early years setting. Practitioners believed that they
hinted and prompted children `s learning situations through the following play activities to
learn concepts:

offered playful activities that supported children`s development through role-play,
creative works like building blocks and fixing puzzles, dancing and dramatisation.

Incorporated play-based approach or strategies into learning areas to support children
development and learning. For example, strengthened the process of socialization
such as playing in groups and sharing playful materials.

Enhanced children`s socio-emotional, imagination, creativity and communication
skills with the help of the Interactive white board and playful exploration such as
singing, dancing and recitation of rhymes to sustained children`s interest during
teaching and learning.

Promoted and supported children`s development and achievement through play by
providing materials both out-side and inside the classroom.
All activities are done through play the practitioners claimed. However, children are not
given enough time and opportunity for free play. This is because from the observations
practitioners do not have time to allow for free play. There was the need to cover and follow
the dictates of the curriculum (Moyles, 2010).
4.6.3 Practitioner`s value of play in the setting
The early years setting values play by providing equipments and materials that supported the
holistic development of all children. Children should allowed and be given the opportunity to
58
play and recreate (UNCRC, 1989). Practitioners valued play as a positive reinforcement
factor in children‟s lives, and as a “necessity of life” (Hodgkin & Newell, 2007, p. 469).
According to Whitebread, Basilio, Kuvalja &Verma (2012) play is valued and seen as over
the years as supporting and development skills, and enhancing healthy development among
children. They further state that all the curricula for early years setting must value and
promote children`s learning through play which makes teaching and learning a joyful
activity.
The observation sessions in the setting showed that practitioners value for children`s play was
very significant. Practitioners sometimes allowed free play, though very limited time as a
way of encouraging children to explore, run, jump and interact with each other in the
classroom. The observations further show that practitioners enhanced children`s cognitive
development through play. Children were taken through play activities such as pictures
readings and grouping of materials according to size, shape and colour. Play is seen as not
only a vehicle to develop the cognitive and emotional being of the children but also the
physical development. Thus, children are allowed to do bicycle riding, jump, climbing, move
and run about.
Interestingly, children also scaffold themselves as they are given the opportunity to play in
groups or with peers. Yelland (2011) concludes that when children are offered rich play
opportunities the medium of learning increases cognitive development drastically. Therefore,
children are engaged in play activities such as using scales for measurement, balancing
weights, comparing two quantities and problem solving puzzles. Accordingly, practitioners
enhanced children`s literacy and language development through playful activities like
singing, music, describing of events and buying and selling. Children`s playful activities
supported communications and interactions which help in self regulations (Wood, 2007).
The interview sessions with the practitioners and the information from the head of school also
revealed how children play is valued in the setting. In addition, information from the head of
59
school and the practitioners indicated that the setting promoted safe classroom environment
for children`s play exploration.
All the practitioners claimed that they valued and accommodated children`s play and learning
in situations by listening to their views, involved them in decision making, and helping the
children to express their views when during play. An interview with a practitioner showed
that children are engaged in play situations to have first –hand experiences. The practitioner
claimed that by giving children actual flour dough, though playing they are learning as well
to enhance creativity and manipulation skills during the preparation of figolli.
Finally, the value of play in the setting promoted and supported communications, memory
and emotional understanding among children (Pound, 2010). Thus, through play children are
able to self regulate their own learning situation. For example, Pellegrini (2009) concluded
that, through play children are able to focus on means rather than ends.
4.6.4 Practitioners` promoting play in early years setting
The early years setting promoted numerous play activities in all the children`s learning areas.
It is importance for practitioners to use variety of play based activities due to the children`s
age, skills and experience (Wood and Attfield, 2005). They further concluded that
practitioners are to provide and support children`s learning experiences through play based
activities based on their previous experiences.
From the observations the setting and the practitioners provided variety of play materials to
stimulate children`s development and learning through playful situations such as dancing.
The use of play materials helps children in the development of concept using their own
experiences. It was observed that some of the practitioners promoted cultural diversity of the
children into playful situations. The children practiced how to dress and dance from different
cultures from the Interactive White board. The children are given playful materials such as
play dough, alphabet/numeral stencils and counter to manipulate and explore.
60
Sheridan (2010) concluded that in a spacious and airy environment the use of variety of play
materials for different purposes is very important for children`s development and learning.
Additionally, play activities featured highly in both out-door and in-door situations. It was
evident during the observation sessions that practitioners promoted play based learning by
providing materials regularly to support children`s participation during lessons. It was
observed that practitioners supported and promoted children`s play and learning by breaking
down playful activities into meaningful components. During teaching and learning
practitioners supported children`s play through modelling the actions, demonstration,
correcting, sharing and motivation (Wood & Attfield, 1996).
On the other hand, during the interview sessions it was revealed that lots of opportunities
were provided for children through self-authored plays. Drawing on the interview with
Practitioner „A‟, she claimed that nowadays children play in different ways, staying in-doors,
watch television, computer games and tablets, thus, promoting other play activities in the
both in-door and out-door to help explore and experiment. Similarly, Practitioner „B‟ also
indicated that children`s play has changed a lot nowadays. Children like to play with play
stations, games, IPods, tablets and other gadgets. This is lacking socialisation and
communication skills. Therefore, I try to teach children through play based activities which
will cater for their social and communication skills. It is without doubt that practitioners use
and create other play strategies during teaching and learning to help children leads within the
zone of proximal development. The practitioner further claims that the idea is to depict the
classroom as a zone for proximal development. Thus, organising the classroom environment
with playful resources stimulate development, learning and interaction (Wood & Attfield,
1996).
Practitioners believed that activities like singing, dancing, play music, rhymes, and role –
play provides source of fun and enjoyment for children. Similarly, practitioners expressed
their views that activities such as play dough, drawing, colouring, painting, climbing and
61
jumping stimulates children and are intentionally utilized through play (Pramling Samuelsson
& Fleer, 2009). Clearly, the early years setting offered play based learning towards holistic
development of children`s in relation to the curriculum.
Another perspectives and conceptualisations of practitioners revealed that tactile and firsthand experiences are offered to children through play activities. The practitioners expressed
that they offered and promoted play activities such as sorting, matching, ordering and
classification. This is done to help children in the development of numeracy concepts and
skills. Practitioners further revealed that children are given the opportunity to play in groups
to help them develop social, cooperation and communication skills.
4.6.5. Challenges faced by practitioners
There are numerous benefits of play based approach as agreed by practitioners and the
information from the head school. Notwithstanding these benefits for children as a ways of
developing holistically, practitioners were confronted with some numerous challenges.
However, Macintyre (2001) describes the importance and how play-based activities in early
years contributed to children‟s integrate learning across the domains.
The challenges faced by practitioners whiles engaging children in play activities was revealed
during the observations, information from the head of school and the interviews with the
practitioners.
It was observed that completing the dictates of the curriculum and projects for the term was a
major challenge for the practitioners in the setting. Practitioners were supposed to finish the
set targets, goals and complete daily, weekly, schemes and lessons of the curriculum.
Children are offered limited free-play for exploration and jumping in the classroom due to
time factor. The essence of promoting the child`s active participation in play becomes a
challenge (Sheridan, 2001). Practitioners offered children limited free- play opportunities but
62
focused mainly on academic work. Planning and designing an early years curriculum should
take into account children`s play that promote and enhance holistic educational needs and
developmental abilities (Macintyre, 2001; Wall, 2003).
It was further observed that all the practitioners involved in the study were not qualified and
have limited knowledge on theories of children`s play.
As a result the practitioners engaged children in play based activities based on their own
experiences, values, beliefs and perceptions relating to achieving the project goals.
In addition, during the observations, it was noted that one of the practitioners failed to engage
children in some religious play based activities due to differences in children`s cultural
beliefs, values and practices. Therefore, promoting, emotional, religious and cultural
tolerance in the form of play with peers becomes a challenge for the practitioners. The
importance of children`s free play should be re-enacted and be interpretive in every situation
(Vygotsky, 1978).
It was observed that another challenge is the use of the interactive white board in the setting.
Practitioners all the time make use it, this hampered practitioner‟s ways promoting free play
among children in the early years setting. Though it has its own advantages, frequent usage
prevented practitioners from offering children free play opportunities. Therefore, its prevents
children`s creativity, imagination and socialisation skills (Sandberg &Pramling Samuelsson,
2013).
During the interview sessions some of the practitioners revealed some challenges faced.
Information from the head of school highlighted some challenges and misconceptions about
children `s play. The head of school pointed out that, the biggest challenge is the
misconception certain parents have when it comes to learning through play. There have been
times it was explained to the parents that their children are not wasting time at school but are
learning. The issue of parents expressing sentiments about too many playful activities was
63
also a challenge for Practitioner „A‟. She claimed, although it did not happen to me but it
sometimes becomes a challenge for me whenever I engage the children free play activities,
although, play in pre-school, homes are children`s for holistic development
This finding concluded that play based approach in teaching and learning in early years
setting must improved the quality of children`s development and learning. Practitioners in
early years are to use professional knowledge in play based theories to help mediate national
curriculum and policy frame works.
4.7. Summary of the chapter
The results from this small scale study illustrate the perspectives views of practitioners in the
early years setting relating to children`s play. The results show how practitioners
conceptualised the promoting of children`s play and influencing it importance. The
observations and the interviews gathered from the study highlighted practitioner`s awareness
of children`s play in terms of teaching, learning and development. The next chapter will
present conclusions, further research and recommendations of the study.
64
CHAPTER FIVE: CONCLUSION
5.0 Introduction
This chapter of the current small scale case study, the researcher provides brief summary of
findings and conclusion drawn from practitioners` conceptualisation, beliefs and perspectives
on children`s play in early years setting. The findings do not represent the views expressed by
the population of all practitioners in early year settings in Malta. As indicated earlier, the
findings are only from specific practitioners who participated in this small scale study.
The findings were gathered using observations of children`s day-to-day activities in the
setting and audio recorded interviews based on practitioners beliefs and perspectives of
children`s play as well as information from the head of school. The data collected clearly
showed that children`s play is regarded as very important component in early years setting for
holistic development and learning.
The study showed that that children`s play is recognised and promoted to enhance
development and learning in the setting. However, the practitioners` use of play was to help
children understand concepts being taught during teaching and learning. Children were not
given the opportunity to play freely. Though practitioners offered play based teaching,
children were not given the enough play time to discover things on their own. The only free
play was when children were on break and that was for a given period of time.
Several Maltese national documents and policies advocate the right for children to play. The
National Curriculum Framework for All (Ministry of Education and Employment, 2012)
emphasised the importance of practitioners adopting a teaching pedagogy and contextualised
learning outcomes aimed at developing competencies, skills, knowledge, attitude and values
among children in early years setting. In addition, a special review on children`s right to play
65
highlighted statement from the commissioner of children in emphasising the right for children
to play and be given the opportunity to leisure and recreational facilities focusing on the
Article 31 of United Nation Conventions on the Right the Child (UNCRC, 1989).Therefore,
practitioners focus on the formal teaching and learning, hence inability to offer children more
playful opportunities.
Despite the play based teaching and learning being offered in the early years setting,
practitioners only promote and support children`s play potentially based on experiences. The
conceptualisation and perspectives of practitioners on children`s play are mainly on helping
children to learn. Practitioners do not offer children the opportunity to explore and discover
things on their own abilities. When play opportunities are offered by practitioners children
explore, try new skills; develop social, creative and imaginative skills (Broadhead, Howard,
& Wood, 2010).
Additionally, the importance concept and perspectives of children`s play in early years
setting was exhibited by practitioners. However, promoting and facilitating play into teaching
and learning was done based on personal beliefs and experiences. Therefore, children had
play opportunities and were not enough to explore and experiment things based on their own
understanding and experiences. Children were encouraged to manipulate play materials both
in-side and out-side the classroom. This was done through teacher –led activities aiming at
the objectives of the topics or themes.
5.1 Implications for policy
The findings from data collected revealed that practitioners are aware of the importance of
children`s play for development and learning. However, ability to promote, enhance and
support effectively based on theories of play was lacking because the practitioners are not
qualified. Since the early years sector is very importance for future human resource
66
development in the future. There is the need to train more ECE practitioners who would be
able to plan and organise curriculum to offer play based pedagogy effectively. More
practitioners should be encourage and given the needed training in play based theories for
effective teaching and learning in the early year settings. Formal training programmes in play
based theories should be organised frequently for existing practitioners in the early years
setting. Heads of early years setting should also be given play based formal training and
courses to enable them see the impact demonstrated by practitioners to promote effective play
activities.
5.2 Further research
During data collection, it was discovered that there is the need for further research on
perspectives views of heads of early year setting on children`s play. This is to see and verify
how the heads of early year settings translate their perspectives and influence practitioners
play based pedagogy. Since majority of practitioners in early years setting in Malta are not
qualified and also have no idea of play based theories and its implications on the
development of children.
Even though over the years there has been improvement in Malta regarding play and
recreational activities (Ministry for Education and Employment, 2014a). Sollars (2006) states
that, there are suggestions for the inclusion of opportunities in play for children to be able to
initiate, interact, creative and socialise in early year settings. Therefore, more research work
is to be carried out on practitioners and heads of schools based on their conceptualisations
and perspective views on play theories.
67
5.3 Limitations of the study
This is a small scale study; the findings were based on four practitioners and one
administrator in the Maltese early years setting. The validity of is this study is only for the
five female participants. Therefore, the results cannot be generalised to all views and
perspectives expressed by practitioners` in Maltese early year settings. For this reason the
study is limited, like any other qualitative research project (Bryman, 2012).
Another limitation was the time to complete the study. Therefore, the researcher was not able
to carry out the observations of children`s day-to-day activities of all the early year
classrooms and audio-recorded interview of the entire practitioners in the setting. This
prevented the conduct of large scale study.
5.4 Recommendations for the study
This is a small scale study concerning just four practitioners in an Independent early years
setting. There could be the need for large scale national survey involving the Church schools,
Independent schools and the Public schools on practitioners` conceptualisations and
perspectives about the value of children`s play. The findings could present a broader and
more precise indication about practitioners` conceptualisations, perspectives and
understanding of children`s play in the Maltese context, since the major challenge was to
complete tasks or projects outlined or contained in the curriculum for the academic term or
year. More research work is needed on practitioners in early year settings because of their
important roles in the development and growth of all children in the country.
The main aim of a professional ECE practitioner is to offer play based opportunities for
children to explore, experiment and discover things on their own experiences. Therefore,
68
large scale studies will help policy makers, stake holders and practitioners to promote and
facilitate effective play based pedagogy in early year settings.
There should be more incentives to train, educate and employ qualified ECE practitioners in
the early year settings to improve teaching and learning. Periodic in-service programmes and
training in play theories for both heads of school and practitioners so as to be abreast with
theories of play and play based pedagogy in development of children.
69
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Appendices
Appendix 1:
Information letter to parents
University of Malta, Malta
Faculty of Education
Telephone: +35699146818
E-mail: [email protected]
To whom it may concern,
I am a student at the University of Malta currently pursuing an International master‟s
programme in Early Childhood Education and Care. I am conducting a research for a case
study focusing on the teachers` conceptualisation and perspectives on the value of play.
I plan to interview the head of the school, about four (4) practitioners/ teachers for
approximately 20-30 minutes and observe the whole class for their day –to-day activities
which will last for about three (3) hours a day. The observation will last for a period of three
weeks. My focus is mainly on children between the ages of 3-5 years.
Data collected will be used for academic purposes only. Information gathered will be made
kept confidential and anonymous. Participation in this research is voluntary and participants
can withdraw from the research at any point in time, should their feel uncomfortable. The
name of the school, head of the school, practitioners/ teachers as well as children will not be
disclosed. Should you require further clarifications, I can be contacted by email or on the
mobile.
Yours sincerely
(Signed)
Michael Yamoah
82
Appendix 2
Invitation letter and consent forms for practitioners
University of Malta, Malta
Faculty of Education
Telephone: +35699146818
E-mail: [email protected]
Dear participant,
I am a student at the University of Malta currently pursuing an International master‟s
programme in Early Childhood Education and Care. I am writing to seek your permission to
conduct research for a case study focusing on the teachers` conceptualisation and
perspectives on the value of play I have sought and obtained permission from the school
administration to conduct the research in this environment.
Practitioners/teachers, who will agree to participate in this study, will be involved in two
ways:

A short interview which should last for approximately 20-30 minutes. The interview
will include a number of questions focusing on your beliefs and perceptions about the
value of play. Should you agree, I would prefer to audio-record the interview for ease
of reference. You will also have the opportunity to receive the questions which will
be asked during the interview beforehand and you will also be shown a transcript of
the interview should you wish to clarify some of your responses.
 Observations with your group of children in order to familiarise myself with the dayto-day activities conducted within your setting/classroom. These observations will last
for 2 to 3 hours and there will be a maximum of three visits.
Both the interview and the observations will be scheduled to take place at a time which is
mutually convenient.
My supervisor and I will be the only persons to have access to the raw data. Data collected
will be kept anonymous and at no stage in the publication/presentation of the dissertation will
any names or identities of participants or the school will be disclosed.
Your participation in this research is voluntary and you can withdraw from the research at
any point in time, should you feel uncomfortable.
I humbly request that you sign the consent below so that I can secure official and ethical
clearance to conduct the study. The information gathered will be treated with utmost
confidentiality and will only be used for academic purposes. Should you require further
clarifications, I can be contacted by email or on the mobile.
Yours sincerely
(Signed)
Michael Yamoah
83
Consent form
Participant’s declaration

I voluntarily accept to participate in the research and to be interviewed by the
researcher.

I acknowledge that this research and my involvement in this study has been duly
explained to me.

I understand that I will have a set of questions given to me prior to the interview and I
will be able to review/revise the transcript when this is sent to me after the interview.

I accept/do not accept to be audio-recorded. (delete as appropriate).

I have no difficulties with allowing the researcher to visit my early years‟ setting on
three occasions for some hours of observation.

I am aware that I can withdraw from the study at any time and without prior notice.
Name………………………………………………………………………………
Signature……………………………………………………………………………
Date…………………………………………………………………………………
84
Appendix 3:
Permission letter and consent form to head of school
University of Malta, Malta
Faculty of Education
Telephone: +35699146818
E-mail: [email protected]
To whom it may concern
Dear participant,
I am a student at the University of Malta currently pursuing an International master‟s
programme in Early Childhood Education and Care. I am writing to seek your permission to
conduct research for a case study focusing on the teachers` conceptualisation and
perspectives on the value of play. I need your permission and cooperation to conduct this
research in your school.
I would like to interview and audio-record four (4) kindergarten assistants for about 20- 30
minutes each dates and at a time which is convenient.
Apart from the interviews, I would like to spend some time observing the children during the
day–to–day activities. My focus is mainly on children between the ages of 3- 5 years. I would
like to visit the school for a period of three weeks during which time I would spend three
mornings with each of the settings participating in the study.
As a result of the interviews and observations, I would be able to generate as much
information as possible from your school in relation to the school`s beliefs, education policies
and implementation of the curriculum based on children`s play.
My supervisor and I will be the only persons to have access to the raw data. Data collected
will be kept anonymous and at no stage in the publication/presentation of the dissertation will
any names or identities of participants or the school will be disclosed.
I humbly request that you sign the consent below so that I can secure official and ethical
clearance to conduct the study. The information gathered will be treated with utmost
confidentiality and will only be used for academic purposes. Should you require further
clarifications, I can be contacted by email or on the mobile.
Yours sincerely
(Signed)
Michael Yamoah
85
Consent form
Participant`s Declaration
By signing below it indicates that you:

I have granted permission to the above named student to conduct research in this
environment.

Understand that confidentiality will be maintained and no identifying information will
be released:
Name
of
Head:
....................................................................................................................
School………………………………………………………………………………
……………………
Date………………………………..…Signature……..................................................
86
Appendix 4
Invitation letter and consent form to Head of School
Michael Yamoah
Telephone: +35699146818
E-mail: [email protected]
Dear Head of School
I am a student at the University of Malta currently pursuing an International master‟s
programme in Early Childhood Education and Care. I am writing to seek your permission to
conduct research for a case study focusing on the teachers` conceptualisation and
perspectives on the value of play. I would appreciate your permission and cooperation to
conduct this research in your school. This research is under the supervision of Professor
Valerie Sollars.
I would like to invite you to take part in an audio- recorded interview as the Head of School.
This will last for approximately 20-30 minutes. The interview will include a number of
questions focusing on your beliefs and perceptions about the value of play. You will also
have the opportunity to receive the questions which will be asked during the interview
beforehand and you will also be shown a transcript of the interview should you wish to
clarify some of your responses. The interview will be scheduled to take place at a time which
is mutually convenient.
My supervisor and I will be the only persons to have access to the raw data. Data collected
will be kept anonymous and at no stage in the publication/presentation of the dissertation will
your name be disclosed. The information gathered will be anonymised and will only be used
for academic purposes. Ethical procedures will be adhered to throughout the study.
Participation in this research is voluntary and you can withdraw from the research at any
point in time, without giving a reason or suffering any consequence.
The audio-recorded data will be securely stored on password protected hard drive and will be
destroyed once my dissertation has been examined.
I humbly request that you sign the consent attached so that I can secure official and ethical
clearance to conduct the study. Should you require further clarifications, I can be contacted
by email or on the mobile.
Yours sincerely
(Signed)
Michael Yamoah
87
Participant’s declaration of consent
I …………………………………………….…., voluntarily agree to participate in the
research and to be interviewed and audio-recorded by Michael Yamoah on the topic teachers`
conceptualisation and perspectives on the value of play. I understand that my involvement in
this study has been duly explained to me. I understand that a set of questions will be given to
me prior to the interview and I will be able to review/revise the transcript when this is sent to
me after the interview. I agree to withdraw from the research at any time without giving a
reason or suffering any consequence. I am aware that data gathered will be anonymised. I
have read the above information and fully understand the purpose of the research.
Signature…………………………………………………………...
Date………………………………………………………………
88
Appendix 5
Observation Report in the early year setting
As part of data collection for this small scale case study, an observation was conducted. The
observation lasted for a period of three weeks which begun on Monday, 16th March, 2015 and
ended on Wednesday, 15th April, 2015. The main aim was to observe children`s day-to-day
activities to complement practitioner`s the belief and perspectives of children`s play in the
early years setting. Four early years KG settings were observed which gave the researcher
the opportunity to familiarised himself with the children in the setting. The classrooms
include two each of grade 1and grade 2, which was made of 3-4 years old and of 4-5 years
old respectively. The observation was conducted both in-side and out-side the classrooms
It was observed that the setting was fitted with state- of –the- arts play materials both out-side
and in-side the classrooms. The setting is well resourced with music department and a
computer laboratory. The practitioners and the head of school involved in the study have over
ten years working experiences. The four classrooms observed were decorated with play
materials and labelled with all the learning areas. The classrooms are spacious, airy and well
arranged for play activities. All the four classrooms are fitted with computer and interactive
white boards. There is a common area where practitioners stand to receive and welcome
children every morning from the parents, bus/van-drives or guardians. The practitioners refer
to children by using words or names such as darling, love, sweet heart and dear.
During teaching and learning in one of the classroom, the practitioner engaged and sustained
children`s using a bubble pumping machine which the children enjoyed. This is usually done
after the prayer session. The morning activities always begin with linking the previous
lessons to the intended lessons or activities for the day. There is a separate chair in two of the
classrooms of grade 1 called the „stinking chair‟ used for maintaining discipline among the
children.
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It was observed that children are offered potentially play based activities which are normally
geared towards the aims and objectives of the learning goals. Practitioners guide, direct and
supervised children`s play based activities. Practitioners sometimes shower praises for
motivating and encouraging children. The use of polite words like please, thank you and
sorry are encouraged. Children were normally allowed to engage in free play after completion
of main activities. Additionally, Children were encouraged by practitioners to go to the
library corner to pick some reading materials. The practitioners allowed children to choose
their own play materials during free play. Practitioners engaged children in songs, rhymes
and playful activities to help children discover concepts and skills.
It was observed that after every play based activities, practitioners play „„clean up song‟‟
from the interactive white board to help the children clean up the mess created. The
researcher sometimes get involved in the children`s play activities by asking questions and
offering explanations. Practitioners distribute play materials to the children, arranging and
singing „clean up song‟ with the children whiles tidying up. Sometimes the researcher
interact with the children by answering questions such as; why are you brown, what is your
name again, where are you from?
Since some part of the observation was conducted around the Easter period children were
taught and sung Easter songs from the interactive white board. It was observed that children
were assisted to cut and decorate „figolli‟ (a typical Maltese Easter cookery). Children were
guided and assisted by the practitioners in activities such as painting, colouring, drawing and
cut-out images as a gift for the parents and guardians.
An observation was made during teaching and learning session in grade two where the
children were taken through Literacy lesson in Maltese. The children were assisted to identify
names of given or shown objects in the Maltese Language. The practitioners engaged
children in role-play and dramatisation during story telling. The story is either listened from
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the interactive white board or narrated by the practitioners. Questions were asked based on
the stories or sometimes role-play scenes from the stories.
During the observation in a music class, the music teacher engaged the children in playful
activities to help the children develop the concept of loudness. The children were seen
interacting with some musical instruments offered by the music teacher. The children were
guided to demonstrate with the musical instruments focusing on the concept. The researcher
observed P.E lesson out-side the classroom. The children were put into groups using the
colour red, green, yellow and blue as their names. Each group is led by a leader and assist the
P. E teacher in organising the activities. The P.E teacher took the children through physical
activities such as running through hoops and throwing the ball.
During break it was observes that some practitioners engaged physical activities with the
children. Playing hide and seek, jumping, running, helping the children to climb the slides.
The children were also seen engaged in their own play, sliding, swinging and interacting with
each other. It was observed that some practitioners engaged children in how to ride tricycles.
Some of the practitioners were seen helping children with difficulties and others were seen
with pencil and paper taking notes of the performance. After break children were asked to
washed hands and get ready for lunch. The setting sometimes gives children fruits and
vegetables as dessert. At 12: 30 the children are ready to go home. Some of the children are
helped to put on their jackets and taken to common areas or rooms to be picked by the drives
or parents.
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Appendix 6
Interview Guide for head of school
Section A:
Background Information:
1. How long have you been the head of this school?
2. Did you have any formal training in pre-school education? If so can you tell me about
it?
3. Do you recall your childhood play? Are there any differences between your childhood
play and now? What are the differences?
4. How do you personally promote and support learning in your school?
Section B:
Beliefs, perception and practices:
1. How do you define play?
2. Do you think play is important? Why?
3. What are the benefits of play? For whom is play beneficial?
4. Do you allow practitioners to engage children in play activities? How is it done?
5. What is your understanding children`s play and learning?
6. What challenges do practitioners faced in promoting children`s play in the school?
7. What is the value of play in your perception?
Section C:
Play and the school curriculum
1. How do you measure learning in children`s play?
2. How relevant is the concept of play?
3. Do you have a set curriculum? What is the rationale for the curriculum?
4. Do you explain to parents the goals of the curriculum?
5. What are parents views on children`s play?
6. Any other comments on play and curriculum?
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Appendix 7
Interview Guide for practitioners
Section A
Background Information:
(1) How long have you been a KG assistant/teacher?
(2) Did you have any formal training prior to finding employment? If so can you tell
me about it?
(3) Have you always worked with this age group or do you have experience of
working with older/younger children?
(4) Can you share with me some instances of your own play activities (i.e. when you
were young)?
(5) Do you think children`s play has changed nowadays? In what way? Do children
play as much as you used to?
Section B
Beliefs, perception and practices:
(1) How would you define play
(2) Do you think play is vital? Why?
(3) What are the benefits of play? For whom is play beneficial?
(4) How do you put play into practice?
(5) What activities do you present as a practitioner which you consider as playful?
(6) What characterises playful activities?
(7) What helps you promote such playful activities?
(8) What challenges do you face when promoting such activities?
(9) How do your own experiences of play influence your understanding of play?
Section C
Play and the school curriculum:
(1) Do you have a set of curriculum? Who sets the curriculum?
(2) What are the expectations set by the curriculum?
(3) How can play be seen as playing a central role in pre-schools?
(4) What kind of play support children`s learning and development?
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(5) Any other comments on play?
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