| dc.description.abstract | This case study, An Exploration of an Infant Teacher's Practices in Play Pedagogy, is a small scale research study exploring an infant teacher's practices during child led play session. Research tends to state what teachers do not do in relation to play pedagogy, while this case study aims to uncover what teachers do. The case study uses qualitative methods; interviews and observations. The participant engaged in a semi-structured, pre-observation interview, where she was asked about her practices in play pedagogy and her approach to learning through play. Following this, the participant was observed on ten occasions in her classroom during play sessions. Field notes, using a robust observation schedule were used to document the research participant's practice. Following the completion of the observations, the participant took part in a semi-structured, post-observation interview. Findings showed that the participant had a nurturing relationship where partnership is encouraged with the children. She was found to encourage agency and arranged her classroom environment to do the same. Despite what research suggests, the participant was actively involved during play and the children were encouraged to interact with one another and with the participant. The case study concludes that despite challenges in using play in an infant classroom, the participant in this case study demonstrated many examples of good, research-informed play pedagogical practice. To overcome challenges identified in the study, this research has a number of recommendations, including a recommendation to reduce class sizes at infant level. This would allow teachers time to engage in play practices endorsed by the literature. | |
