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It is widely known within the field of Early Childhood Education that play lays a foundation for life-long learning in a child’s life. Furthermore, the partnerships between a parent and educator are crucial for the holistic development of a child. This study explored immigrant parents’ perceptions of play-based learning and analyzed their relationships with their child’s educators. This qualitative study used a narrative design approach and collected data through semi-structured face-to-face interviews which took place with immigrant parents. The data revealed that the participants do not understand the full benefits of play-based learning. Four major themes emerged from the findings; social learning & outdoor play, academic success, restricted learning, and dissatisfied relationships with educators.

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play-based learning, early childhood education care, ECEC, ECE, early childhood education in Canada, kindergarten, immigrant parents, play learning, RECE, early childhood educators, early childhood environments, preschool, sikh


Curriculum and Instruction | Early Childhood Education | Education


Faculty of Applied Health & Community Studies (FAHCS)

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Immigrant Parents’ Understanding of Play-based Learning