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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.
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]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Using guided constructive play to enhance instructional support in 4-year-old preschool classes.
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  Data: <searchLink fieldCode="AR" term="%22Allard%2C+Édith%22">Allard, Édith</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Edith.allard.1@ulaval.ca</i><br /><searchLink fieldCode="AR" term="%22Bouchard%2C+Caroline%22">Bouchard, Caroline</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richard%2C+Vincent%22">Richard, Vincent</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Jan-Mar2026, Vol. 47 Issue 1, p25-40. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Play-based+learning%22">Play-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Field+research%22">Field research</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/10901027.2025.2451225
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 25
    Subjects:
      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Play-based learning
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Field research
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      – SubjectFull: Assessment of education
        Type: general
      – SubjectFull: Child development
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      – SubjectFull: Academic support programs
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      – TitleFull: Using guided constructive play to enhance instructional support in 4-year-old preschool classes.
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            NameFull: Allard, Édith
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            NameFull: Bouchard, Caroline
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            NameFull: Richard, Vincent
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            – D: 01
              M: 01
              Text: Jan-Mar2026
              Type: published
              Y: 2026
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              Value: 47
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            – TitleFull: Journal of Early Childhood Teacher Education
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