Abstract

This study investigates the impact of literacy-embedded play centers (LEPCs) on kindergarten students academic and social emotional achievement, demonstrating the need for play in the educational setting. This research is significant as previous studies have not explored the connection between LEPCs and academic achievement or social-emotional learning. A month-long study using a control and experimental group was conducted in one kindergarten classroom. The experimental group participated in 15 minutes a day of LEPCs. Pre-test and posttest data were collected and analyzed. The results indicated that LEPCs had a considerable impact on students’ academic achievement, and no significant impact on their social-emotional growth scores. The findings from this study suggest that teachers and administrators should build in time for play and LEPCs to improve students’ academic achievement.

Date Dissertation Completed

9-2025

Document Type

Dissertation

Degree Name

Doctorate of Education

Department

Education Studies

Dissertation Advisor

Joan Sax-Bendix

Dissertation Committee Members

Joan Sax-Bendix, Danielle Schock, Penny Warner

Location

Winona, Minnesota

Comments

RFA

Unique Identifier

WSUEDD-2025-Danneman-Jennie-Dissertation

Rights

All rights reserved by the author and Winona State University.

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