Abstract

Despite the pivotal role of playing in children's developmental areas, current evidence indicates that its use in Pre-kindergarten (PreK) and Kindergarten (K) is scarce. In these levels, children are encouraged to develop paper-and-pen activities, although there is agreement that learning achievement at these ages should be aimed at playing with their peers. Following a qualitative approach, this study urgently analyses facilitators and barriers to implementing play in schools. Twelve Chilean Early Childhood Teachers (PreK and K) were asked about the features and conditions of playing in schools through a semi-structured interview. The availability of materials and planning lessons were reported as the facilitators of playing. In contrast, the excess of schooling at this level, pressures from the educational system, and parents and teachers conceptions about playing emerged as barriers to its use in classroom settings. The results aim to contribute to promoting playing for educational purposes in Early Years Education Centres (EYEC), considering their limitations from the Teachers' point of view.