Document Type
Article
Publication Date
Spring 2024
Abstract
This literature review and school improvement plan focuses on the power of play for early childhood learners. Play is an innate characteristic in humans and various species alike. Despite the overwhelming evidence supporting play for children, academic demands and pressures felt by teachers and administrators are causing play in early childhood settings to be eliminated or reduced. Teachers, along with administrators, play a key part in this. Early childhood research suggests that teachers' beliefs indicate the likelihood of teachers' intentions to develop a child-centered curriculum and pedagogy that meet children's development and needs (Cheung et al., 2022). Ergo, this school improvement plan focuses on ways to help teachers build self-efficacy; in addition, it was determined that students at this school need more frequent recesses and free play time to stay focused and exhibit positive behavior. The school improvement plan outlines specific criteria and changes for teachers and students to help each student achieve his/her level of educational excellence.