Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor

Authors

  • Patricia White Independence School District, Independence, Missouri USA
  • Barbara N Martin University of Central Missouri http://orcid.org/0000-0001-9782-2534
  • Bryan McDonald School of Professional and Educational Leadership, University of Central Missouri

DOI:

https://doi.org/10.14738/assrj.84.9846

Keywords:

early childhood; play; high stakes accountability.

Abstract

Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability. There was a significant difference between administrators and early childhood educators concerning the purpose of play. Implications for early childhood curriculum and school district policy were determined.

Author Biography

Barbara N Martin, University of Central Missouri

Professor in the Educational Leadership and Human Development Department

College of Education

University of Central Missouri

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Published

2021-03-14

How to Cite

White, P., Martin, B. N., & McDonald, B. (2021). Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor. Advances in Social Sciences Research Journal, 8(3), 176–187. https://doi.org/10.14738/assrj.84.9846

Issue

Vol. 8 No. 3 (2021): Advances in Social Sciences Research Journal

Section

Articles