Murphy, Sharon M.2015-01-262015-01-262014-08-272015-01-26http://hdl.handle.net/10315/28290Play-based instruction has become the guiding framework of Ontario’s Full-Day Kindergarten curriculum; however, the benefits of playful learning have yet to be extended into higher elementary grades. Through semi-structured interviews, this qualitative study involves an investigation into twelve Junior (grades four to six) and Intermediate (grades seven and eight) teachers’ perceptions of play pedagogy and its implementation into classroom practice. A grounded theory approach to data analysis uncovers a detailed depiction of teachers’ local knowledge base and current cognitive schemas, from which recommendations for policy creation and implementation are conceived. As a Prospective Policy Analysis, this research strives to take into account Ontario’s current educational context so as to minimize discrepancies between actual and desired results of a future play policy for grades four through eight.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.EducationEducation policyElectronic Thesis or Dissertation2015-01-26Teacher perspectivesEducationEducational policyElementaryPedagogyTeacher perceptionsPlayMiddle schoolGrade fourGrade fiveGrade sixGrade sevenGrade eightPolicy creationPolicy implementationJunior gradesIntermediate gradesPlayful learningPlayfulnessInstructional methodsQualitative researchProspective Policy AnalysisTeacher beliefs