Date of Graduation

9-2025

Document Type

Thesis

Degree Name

Master of Science in Human Environmental Science (MS)

Degree Level

Graduate

Department

General Human Environmental Sciences

Advisor/Mentor

Herold,Laura Matters

Committee Member

Mosley , Jacquelyn

Second Committee Member

McNally , Shelley

Keywords

behavior; kindergarten; perceptions; self-efficacy

Abstract

Play in the classroom is often a source of debate. The merits of play on early childhood development are well documented, especially regarding self-efficacy - an individual’s belief in their ability to perform a task or complete a goal. Self-efficacy has, in turn, been linked to academic resilience and achievement. Despite these findings, research shows a decline in unstructured play opportunities in both preschool and kindergarten. During a play intervention study, pre-kindergarten and kindergarten teachers were interviewed about student behaviors before, during, and after loose parts and other playful materials were added to their classroom environment. This thesis examines the teacher-perceived relationship between the addition of open-ended loose parts play materials and student self-efficacy. Utilizing interview data from seven kindergarten and pre-kindergarten teachers over two academic years, the relationship between loose parts play and student self-efficacy will be examined. Findings suggest that increased self-efficacy behaviors resulted from the presence of loose parts, and that this was an agent for perceived positive behavioral outcomes in classrooms.

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