Exploring Teachers’ Experiences Using Play to Enhance Learning in the 3–year–old Classroom

Abstract

Play–based learning has long been recognized as a vital component of early childhood education. However, opportunities for play are increasingly being reduced in early learning environments as children are directed toward structured academic tasks such as early reading and writing, under the belief that these practices will promote greater academic success in the future. Guided by a sociocultural theoretical lens, this qualitative case study explored how teachers’ perceptions influence the implementation of play in 3–year–old classrooms in Jamaica. Data was collected from three preschool teachers working in diverse school settings using semi–structured interviews, classroom observations, and researcher field notes. The findings indicated that while teachers consistently valued play in children’s development, their approaches to supporting play varied. Differences in teachers’ perceptions of play contributed to differing levels of willingness to integrate play into daily classroom practices. This study highlights the implications for early childhood teacher education and underscores the contextual factors that shape the effectiveness of learning through play.