ABSTRACT
As an early childhood teacher educator, I (Rebekah Fassler) encounter many graduate students in search of a research-based rationale for inclusion of play in their curriculum to present to parents of the preschoolers they teach. Dorothy Levin, the coauthor of this chapter, was one such student. She became a teacher of preschoolers of African American heritage with special needs in the December before her last semester in the graduate program. For her master's project in my course the following spring, Levin decided to design an investigation of her own classroom to pursue a rationale for play.
