摘要：Play serves an important process for promoting children’s learning and development besides
enhancing emotional, intellectual, and social skills of child in ways that cannot be taught through formal
classroom instruction. When children play, teachers’ involvement has been a controversial issue since there
are both advantages and disadvantages of their involvement. While teacher participation enriches children’s
play and develops children’s intellectual and social skills, if teachers give more structured cognitive
activities through play and take over the control, at that time teacher intervention disrupt children’s play.
Therefore, this qualitative inquiry seeks to obtain a more in-depth understanding of when and how a
preschool teacher involves to students play and demonstrates or shows personal practices involving
effective participation. As it is supported through the literature review and as the findings of this case study
show that teachers should be a model and a demonstrator instead of intervening the play by direct
instruction.
