The beliefs of Maltese Kindergarten II educators about play-based activities

Abstract

This study was carried out to ascertain Maltese kindergarten II educator’s beliefs on play-based activities. Play and its’ impact on the children’s learning and developement has been a topic that is highly debated in educational research and more awareness of play-based activities is being made. Moreover, the aim of the study is to voice the kindergarten II educator’s beliefs on playbased activities and to discover whether its’ implementation is employed as a part of their daily routine. Data for this study was gathered through semi-structured interviews that focus on the KGE IIs’ philosophy on play-based learning and how children view play-based learning (from the educator’s perspective), the educator’s practice and adaptation of play-based activities within their kindergarten II setting, the implementation of diversity and inclusion through play-based activities within the setting , whether resources are easily accessible to carry out play-based activities and whether the surrounding environment affects play-based activities. Four main themes emerged from the information gathered after the interviews are; the kindergarten II KGE IIs on children’s perception on play, the educator’s beliefs on play and the implementation of play-based activities, adaptations made for a collaborative play-based learning experience, and limitations towards the implementation of play-based activities within the local context. Results indicate that kindergarten II KGE IIs are conscious of the numerous benefits that impact the child’s development, however restrictions originating from the lack of resources provided by schools and small, cramped, overcrowded classrooms all hinder from a prosperous execution of play-based activities.