Student Experiences during Unstructured Play Periods

Abstract

The action research was an observational study that utilized a phenomenological lens to better understand the play experiences of a group of children in a Lower Elementary Montessori classroom. There are various types of play all of which the child engages in while exploring their environment. The study considers play as communication between children and their surroundings. The research was conducted in an urban setting through student interviews, an audio recorder and transcriptions as well as a tally chart. The study aims to learn about the connections between Montessori philosophy and unstructured play. Data was referenced with the Montessori Planes of Development and found that many sensitivities that exist in the Second Plane of Development can be positively supported through unstructured play periods implemented in the classroom. Various foundations of Montessori philosophy such as adult observation, empowerment of student voices and learning through movement were found to be important aspects of an unstructured play period. The study found that children successfully problem-solved with peers, engaged in elaborate play scenarios and took on multiple roles while experiencing their unstructured play period in the classroom.