Affiliation:
1. Allameh Tabataba’i University, Iran
2. The University of Texas Rio Grande Valley, USA
Abstract
This phenomenological study aimed to develop a framework integrating play into preschool curriculum based on educators’ lived experiences using play-based methods. Fifteen educators from 12 centers were interviewed using theoretical sampling. Data analysis revealed nine pathways linking play types, educator roles, and learning objectives. Results culminated in a comprehensive framework elucidating how educators actualize educational goals through play.