An Investigation of Teachers, Parents, and Students Perception and Practical Implications of Play at a Selected Elementary School
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This qualitative research study aimed to examine students, teachers, and parents’ perceptions and practical implications of play activities on academic achievement. The research was guided by one overreaching research question and the data were collected using questionnaires given to all student, teacher, and parent participants. Student on and off task behaviors were recorded during observations conducted in their classroom before and after play activities to determine the effects of play. The analysis of data revealed several themes including a) students, teachers, and parents need for play activities, b) students, teachers, and parents believe that play should be an integral part of the school day, and c) teacher planned intentional kinesthetic lessons. The research suggests that students should be afforded ample and frequent opportunities to move, through outdoor recess, physical education class, and dance and movement breaks throughout the day, as well as more teacher planned, intentional kinesthetic learning lessons that incorporate movement rather than traditional sedentary lessons. With planning, intention, and purpose, school districts, administrators, and educators can use the study information to create a more play and movement centered curriculum and routine to help students succeed academically as well as socially in schools.