ABSTRACT

This study examined families’ experiences of a publicly funded, play-based early learning program for children in the year before school entry. An online survey was conducted with parents and/or guardians (n = 291) to learn about their child’s outcomes in the program, their perception of play-based learning, attitudes toward the program, and how the program supported their family. Socio-demographic information was also collected (income, education). A concurrent triangulation mixed methods design was used in the analysis of quantitative and qualitative survey questions through descriptive and inferential statistics, followed by content analysis of open-ended responses. The majority of parents felt their child was supported by the program and would transition more easily to the first year of school as a result of participating. The results also indicate the importance of connection to school community and good communication with a child’s educators as predictors for positive attitudes toward play-based learning. Overall, the study reinforces the importance of publicly funded quality early childhood education and ensuring that parents value the play-based philosophy of these programs.

摘要

这项研究调查了家庭在入学前一年为儿童提供的公共资助、基于游戏的早期学习计划的经历。与父母和/或监护人 (n = 291) 进行了一项在线调查，以了解他们孩子在该计划中的成果、他们对基于游戏的学习的看法、对计划的态度以及该计划如何支持他们的家庭。还收集了社会人口信息（收入、教育）。并发三角测量混合方法设计用于通过描述性和推理性统计分析定量和定性调查问题，然后是开放式回答的内容分析。大多数家长认为他们的孩子得到了该计划的支持，并且由于参与，他们将更容易过渡到第一年的学校。结果还表明，与学校社区的联系以及与儿童教育工作者的良好沟通作为对基于游戏的学习采取积极态度的预测指标的重要性。总体而言，该研究强调了公共资助的优质幼儿教育的重要性，并确保父母重视这些计划以游戏为基础的理念。