Families’ Experiences of a Universal Play-based Early Childhood Program in Nova Scotia: Implications for Policy and Practice

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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.

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APA

Carolan, P. L., McIsaac, J. L. D., Richard, B., Turner, J., & McLean, C. (2021). Families’ Experiences of a Universal Play-based Early Childhood Program in Nova Scotia: Implications for Policy and Practice. Journal of Research in Childhood Education, 35(4), 550–566. https://doi.org/10.1080/02568543.2020.1773588

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