Date of Award
Open Access Dissertation
This mixed methods action research study examined prekindergarten students in a Title I program and the impact of differentiated experiential learning though play on their attitudes and learning of mathematical skills as measured by a standardized test. The identified problem of practice involved students not being given enough differentiated experiential learning through play opportunities. The research questions that guided this study are as follows: 1) What are the attitudes/perspectives of the parents, educators, and administrators on the value of play in early childhood education? 2) How does providing experiential learning through play impact students’ attitudes toward math? 3) How does providing experiential learning through play impact students’ academic achievement in math? Stakeholders were surveyed to learn their attitudes and perspectives, and students were interviewed to learn their attitudes about the learning opportunities provided. Assessments of students’ abilities to recognize numbers and compare quantities were addressed. Statistical analyses were performed to determine the impact and implications of the data collected. An action plan has been proposed to include the developmentally appropriate differentiated experiential learning through play activities used in this study to help children continue to learn and to develop regardless of their developmental level and to provide for continued research on this topic.
Reed, C. S.(2021). Differentiated Experiential Learning Through Play as Supplemental Support for Prekindergarten Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6513