Examining Differences in Teachers’ Beliefs About Play in Rural, Suburban, and Urban Settings

Abstract High-quality preschool experiences play a critical role in shaping children’s early learning and development, yet access to such experiences may vary across geographic regions in the United States. Although play is widely recognized as a key component of developmentally appropriate practice, children’s opportunities for play may differ based on geographic differences in teachers’ beliefs, family expectations, and curricular supports. This study examined whether preschool teachers’ report on factors associated with play experiences differed across urban, suburban, and rural settings in the U.S. Using survey data from preschool teachers in two Midwestern states, we analyzed geographic differences in three domains: teacher knowledge and beliefs about learning and play, perceived family support for play in preschool learning, and perceived curricular support for play. Findings demonstrated that teachers in urban settings reported lower levels of perceived family support for play compared to suburban teachers. No significant differences were found for teachers’ pedagogical beliefs, play-related beliefs, or perceptions of curricular support. These findings offer insight into how regional differences in the U.S. may shape children’s preschool play experiences.