Date of Award
Spring 5-14-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Major
Early Childhood Education
First Advisor
Gail Cahill
Second Advisor
Patrice Cunniff-Linehan
Third Advisor
Kabba Colley
Abstract
Choosing Play: A Quantitative Case Study on the Impact of Play-Based Learning Compared to Direct Instruction in an Urban Kindergarten examines the academic and behavioral outcomes of kindergarten students in two urban public schools: one implementing a play-based instructional approach grounded in JEDI (justice, equity, diversity, and inclusion) practices, and the other using direct instruction. Rooted in Froebel’s original purpose for kindergarten to nurture the whole child through play, social connection, and interaction with nature, this study returns to the developmental intent behind the creation of kindergarten itself. Standardized literacy performance was measured using the Measures of Academic Progress (MAP) Literacy assessment, and the Behavior Intervention Monitoring Assessment System (BIMAS) evaluates social-emotional functioning. MAP Literacy and BIMAS data were collected over one academic year (2023–2024) from kindergarten students in the same urban district. Findings indicate that students in the play-based kindergarten demonstrated literacy growth equal to or greater than that of peers in the direct-instruction setting. Notably, BIMAS results showed more pronounced differences: students in the play-based, JEDI-aligned environment showed stronger adaptive behaviors, greater positive affect, and fewer elevations in externalizing concerns. Taken together, the findings may have implications for curriculum design, kindergarten-readiness policy, and early elementary instructional planning. Play-based pedagogy grounded in justice, equity, diversity, and inclusion may support both early literacy development and social-emotional competencies, reinforcing Froebel’s vision of kindergarten as a developmental space where children learn through play, social engagement, and experiences in nature.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Arlauskas, Deborah Mary, "Choosing Play: A Quantitative Case Study on the Impact of Play-Based Learning Compared to Direct Instruction in an Urban Kindergarten" (2026). Educational Studies Dissertations. 40.
https://digitalcommons.lesley.edu/educational_studies_dissertations/40
