EXPLORING THE ROLE OF MOTOR PLAY IN PRESCHOOL CHILDREN’S QUALITY OF LIFE: A QUALITATIVE STUDY OF TEACHERS’ PERSPECTIVES
DOI:
https://doi.org/10.46827/ejes.v13i2.6514Parole chiave:
early childhood education, motor play, preschool teachers, quality of life, well-beingAbstract
This study examines preschool teachers’ perceptions of the role of motor play in enhancing preschool children’s quality of life within public preschool settings in Greece. Motor play is widely recognized as a core component of early childhood education, supporting children’s physical activity, emotional expression, social interaction, and holistic development. Although numerous studies have highlighted the developmental and health-related benefits of play, less attention has been given to how teachers themselves perceive the contribution of motor play to children’s everyday well-being and quality of life. To address this gap, the present study adopts a qualitative approach focused on educators’ perspectives. The research was conducted in public preschools in Thessaloniki, Greece, the second-largest city in the country. A purposive sample of ten female preschool teachers aged between 45 and 55 years participated in the study. Data were collected through a questionnaire consisting of five open-ended questions designed to capture teachers’ views, experiences, and reflections on motor play and its role in children’s physical, emotional, and social well-being. Participation was voluntary, and ethical principles of informed consent and anonymity were observed. The qualitative data were analyzed using inductive qualitative content analysis to identify recurring patterns and themes. The findings showed that teachers consistently viewed motor play as a powerful source of emotional well-being and joy, enabling children to express emotions, release tension, and experience pleasure in their daily preschool life. Motor play was also perceived as a key context for social interaction and inclusion, particularly for children who may experience difficulties in verbal communication or participation in more structured activities. In addition, teachers emphasized that movement-based play supports children’s self-regulation, self-confidence, and overall development. At the same time, participants identified important barriers to the systematic integration of motor play, including limited time, insufficient space and equipment, heightened safety concerns, and increasing curricular demands. These constraints create tension between teachers’ pedagogical beliefs and institutional realities. Overall, the study highlights the importance of aligning educational policy and preschool practices with the pedagogical value of motor play in order to promote young children’s quality of life.
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