Using guided constructive play to enhance instructional support in 4-year-old preschool classes.
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| Title: | Using guided constructive play to enhance instructional support in 4-year-old preschool classes. |
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| Authors: | Allard, Édith1 (AUTHOR) Edith.allard.1@ulaval.ca, Bouchard, Caroline2 (AUTHOR), Richard, Vincent2 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Jan-Mar2026, Vol. 47 Issue 1, p25-40. 16p. |
| Subject Terms: | *Preschool education, *Play-based learning, *Educational support, *Field research, *Assessment of education, *Child development, *Academic support programs |
| Abstract: | The objective of this article is to study the effects of guided constructive play on Instructional Support quality in 4-year-old preschool classes in comparison with free constructive play (i.e. without teaching support). We used an experimental research design with pre and posttest and a control group. Fifteen preschool classes of 4-year-old children in Quebec participated in the study. They were assigned to a control group (n = 7) and an experimental group (n = 8), in which teachers participated in an eight-week intervention on guided constructive play. Data were collected using the Classroom Assessment Scoring System Pre-K. The data were analyzed by mixed repeated-measures ANOVAs and paired t-tests. The results show a statistically significant difference between the pre- and posttest Instructional Support scores, as they increased in the guided play condition. These findings underline the importance of teachers' support during playtime periods in preschool, specially when children play in the block area. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The objective of this article is to study the effects of guided constructive play on Instructional Support quality in 4-year-old preschool classes in comparison with free constructive play (i.e. without teaching support). We used an experimental research design with pre and posttest and a control group. Fifteen preschool classes of 4-year-old children in Quebec participated in the study. They were assigned to a control group (n = 7) and an experimental group (n = 8), in which teachers participated in an eight-week intervention on guided constructive play. Data were collected using the Classroom Assessment Scoring System Pre-K. The data were analyzed by mixed repeated-measures ANOVAs and paired t-tests. The results show a statistically significant difference between the pre- and posttest Instructional Support scores, as they increased in the guided play condition. These findings underline the importance of teachers' support during playtime periods in preschool, specially when children play in the block area. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2025.2451225 |
