Is Play Truly Universal?
Exploring Preschool Teachers’ Beliefs and Practices Regarding Children’s Play in Multicultural Classrooms
Bibliographic Data
| ID | 22420719 |
|---|---|
| Authors | N Berfin Yapar (0000-0001-5266-7745, University of Kassel, corresponding author) |
| Year | 2026 |
| Volume | 54 |
| Issue | 5 |
| Pages | 3901-3915 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 1082-3301 • E-ISSN: 1573-1707 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10643-026-02121-y |
| OpenAlex | W7130658718 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
As the world becomes increasingly multicultural, early childhood education also becomes increasingly diverse. While play is widely considered a universal behavior, its forms and meanings are deeply shaped by cultural contexts. Understanding teachers' beliefs and practices surrounding play is therefore crucial for fostering inclusive learning environments. This study employed a multiple-case study to examine preschool teachers' beliefs, practices, strategies, and roles regarding play in multicultural classrooms. Data were collected through semi-structured interviews, classroom observations, and field notes from three public preschool teachers working in Ankara, Türkiye. Findings revealed that teachers valued cultural diversity and recognized the influence of children’s backgrounds on their play. However, person- and context-related challenges —including language barriers, parental attitudes, limited space, inadequate materials, and low teacher self-efficacy— often hindered inclusive play. Despite these challenges, teachers employed creative strategies such as relying on using gestures, mimics, and visual aids, adapting familiar games, engaging families, and using culturally relevant materials. Teachers also adopted varied roles, ranging from uninvolved observers to active mediators and researchers, which highlights both the opportunities and limitations of their support. This study highlights the importance of strengthening teacher training and self-efficacy to promote culturally responsive play practices in early childhood education to foster inclusive and enriching multicultural learning environments.
Cultural diversity · Cultural pluralism · Early childhood · Early childhood education · Multicultural education · Multiculturalism · Sociology of Education · Children's Rights and Participation · Early Childhood Education and Development · Parental Involvement in Education
The Role of Play in Human Development
The Genesis of Animal Play
Taking Shape
Mammalian Play
Learning Through Play at School – A Framework for Policy and Practice
External assessment of teachers’ roles during children’s free play and its relation to types of children’s play
Empowering minority voices
Inclusive Play
A Coefficient of Agreement for Nominal Scales
Becoming the teacher of a refugee child
Descriptive observations of adults' facilitation of literacy in young children's play
Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language
Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence
Teachers and their implementation of differentiated instruction in the classroom
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Using thematic analysis in psychology
Naturalistic inquiry
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |