Teacher Caring and Perceptions of In-School Play

Abstract

Purpose: The purpose of this study was to elicit salient information from K–5 teachers regarding their perceptions of in-school play. Play is not goal-focused and can be structured or unstructured, includes high or low physical activity, or utilizes gross or fine motor skills, and children participate in play for enjoyment. Method: K–5 teachers (n = 27) were asked questions based on the Theory of Planned Behavior during focus groups. Theory of Planned Behavior and Caring Theory themes were identified within and across groups with 34 codes across nine themes identified. Results: Teachers thought positively about in-school play. Play supported caring teaching, as relationships could develop and strengthen during playtime. The lack of administrative support and time was discussed as play barriers. Discussion/Conclusion: Perceptions of and desires to provide play conflict with the current educational models. An issue impacting the provision of effective, caring education has been identified. Studies on factors influencing teacher play practices are needed.