The Effects of Play-Based Learning on Behavior and Academic Progress inthe Kindergarten Classroom

Abstract

Play is an essential part of a child’s ability to learn concepts and skills in thekindergarten classroom, which includes the cognitive, physical, emotional, and socialaspects of development. The purpose of this study was to examine kindergarten teachers’perceptions of play-based learning, as well as negative student behaviors in theirkindergarten classrooms and examine the impact of play-based learning on negativestudent behaviors. Another purpose was to analyze the percentage of kindergartenstudents with Behavior Intervention Plans (BIPs) as part of their IndividualizedEducation Plan (IEP) before and after implementation of play-based learning, and thepercentage of BIPs was also examined for differential impacts based on their school'sTitle I status. A further purpose was to determine how reading levels changed before andafter the implementation of play-based learning as measured by the Rigby PMBenchmark Assessment and the assessment data was also examined for differentialimpacts based on their school's Title I status.A quantitative research design was used for this study. The independent variablesincluded the implementation of play-based learning (before and after) and type of school(Title I and Non-Title I). The dependent variables for the different research questionsincluded the reading levels as determined by the Rigby PM Benchmark Assessment, thepercentage of students with a BIP, and the kindergarten teachers’ results from the Surveyof Play-Based Learning in Kindergarten. The population for this study included teacherswho taught kindergarten during the 2016-2017 and 2017-2018 school years in District Y.Student data was included in the analyzed sample if students were enrolled inkindergarten in District Y for the 2016-2017 school year, which was the school year before the implementation of play-based learning. Student data was also included in theanalysis if students were enrolled in kindergarten in District Y for the 2017-2018 schoolyear, which was the school year after implementation of play-based learning.Based on the findings of this study, it is recommended that District Y continueimplementing play-based learning in the kindergarten classroom. Recommendations forfuture research include continuing the current study in District Y, replicating the study inother districts, replicating the study in the area of mathematics, and replicating the studyto determine whether play-based learning is more beneficial at the beginning of the yearor the end of the year.