The Conception of Free Play and Its Development Practice Among Pre-Primary Teachers

Abstract

Lithuanian education policy provisions for pre-primary education, as outlined in the Guidelines for Preschool Education Programs (2023), are based on fundamental principles that determine educational quality. These documents emphasize reducing teacher dominance in the educational process, focusing on children’s cognition and needs, and emphasizing experiential and play-based education.
To reveal how teachers perceive free play among children and how they develop it in pre-primary education, semi-structured interviews were conducted with four pre-primary teachers.
The study employed an interpretative-constructivist theoretical approach, according to which social reality and its meanings are created through interaction and linguistic practical situations (Schwandt, 2000). The data were analyzed using reflective thematic analysis (Braun & Clarke, 2006).
Teachers perceive children’s free play as a natural and valuable activity, in line with the principles of holistic and play-based pre-primary education. Teachers create an emotional environment conducive to play by developing free play, designing inspiring spaces, and providing stimulating tools. In addition, teachers assume “invisible” roles as inspirers, observers, and supporters of children’s play, which helps to avoid domination and unleash children’s natural ability to play. These attitudes create conditions that ensure the quality of education by balancing children’s needs with goals.