Differences in Kindergarteners’ Academic Referrals and Behavioral Referrals in Play-Based and Non-Play-Based Classrooms

Bough, Ashley

Differences in Kindergarteners’ Academic Referrals and Behavioral Referrals in Play-Based and Non-Play-Based Classrooms

Publique Deposited

Early childhood educators are faced with giving students the best start in education and preparing them for their futures. To properly prepare students for their future, kindergarten students need the opportunity to learn and grow in developmentally appropriate ways. This, coupled with studies showing the positive effects play has on students’ academic and behavior, has spurred educators to reflect on their instructional practices and curriculum opportunities they provide to students. The increase of academic pressures in kindergarten classrooms require teachers to find a balance of developmentally appropriate activities and rigorous instruction to ensure student achievement increases and students are learning acceptable behaviors and social interactions. Teachers’ instruction and activities needed during a student’s kindergarten experience could contribute to the academic support, behaviors and overall experiences a student has in their early learning years. Knowing the importance and developmental appropriateness of play being incorporated into early childhood curriculum, this study was conducted to identify the differences between Missouri kindergarten classrooms who used play-based learning and those who did not on students’ academics and behavior through examining their behavioral and academic referrals. This study surveyed kindergarten teachers to determine the number of academic and behavioral referrals in classrooms that used play-based or non-play-based learning as well as the reason behind them. The survey also included open-ended questions to determine common themes amongst kindergarten teachers regarding academics and behavior. The hopes of this study were that key impacts about play-based learning would be identified and prioritized to help others when developing curriculum and instruction in kindergarten classrooms.

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