Making room for play: Preschool center choices

The purposes of the study was to examine the learning center choices of preschool students who received special education services and preschool students who did not receive special education services in order to identify the preference of teacher-led vs. child-led learning centers. Both children who receive special education services and children who do not receive services displayed a wide range of choosing child-led and teacher-led centers. It is hypothesized that there will be a difference between the child-led center vs. teacher-led center between children who receive special education services and children who do not. The hypothesis was refuted showing no difference between the child-led center vs. teacher-led center choices between children who receive special education services and children who do not with both groups choosing a child-led center over a teacher-led center. The study builds upon the evidence-based research of the positive effects of play and the importance of play for children of all ages and abilities. This study can assist in future research on recognizing the importance of play , identifying learning center choices, making sure a child is getting adequate as well as analyze the choices of specific learning centers for preschoolers receiving special education services versus preschool children who are not receiving special education services.