باورهای مربیان دوره پیش د‏بستانی نسبت به بازی و ارتباط آن با عملکرد کلاسی آنها

Currently, according to the statistics announced by the director general of the preschool office of the Ministry of Education, since 1991, we have seen an increase in the attendance of children in preschool courses, and now this rate has reached its highest level in several years. It has reached last year, in such a way that during the academic years of 1399-1400, 968 thousand 880 students attended preschool. Currently, in the country, about 14 different organizations and institutions provide services to preschool children, and still no formal educational institution or university specifically trains preschool teachers (Tasnim News, 2017).
There are several reasons about the value of games for children, and it is important for educators and parents to be aware of these reasons in order to defend the value of game characteristics and explain it to people who still see games as superficial, busy and time consuming. It is essential; Because such people believe that it is better to learn and teach serious and real things in preschool educational environments, and they do not value games from an educational point of view (Mafidi, 2016).
Despite the importance of the game, little domestic research is available in this field; Most of these studies have expressed the concept of play from the perspective of philosophers and educational coaches rather than the perspective of preschool teachers, who play a role in the real scene of playing the game. The results of some researches have shown that if the teachers provide suitable and learning conditions for children to play, most children will have considerable growth and progress in their ability and motivation to learn (Miltier and Ginsberg, 2012). By opening a new path in learning, the game can play an important role in improving life and in helping teachers to manage the class better, it also increases educational efficiency. In general, it can be said that knowing about the types of games and creating suitable situations for learning through games and educating children is useful (Bavi, 2015; Rastin, 2015).
The results of the studies show that the game teaching method plays an essential role in the learning of new students (Mohammadi et al., 2014; Ghorbani, 2016). The available researches in this field are mainly carried out in a quantitative way, and qualitative researches and specifically a case study that explores the depth of the problem with several data sources are not available. Also, the various studies conducted in the field of play are mostly related to the primary school level and not the preschool period. Based on this, in this research, we intend to analyze the beliefs of preschool teachers regarding the game and its relationship with their classroom performance using a qualitative case study method.

This research is an attempt to analyze the relationship between coaches' beliefs about the game and their classroom performance, and its questions are:
1- What perceptions and beliefs do preschool teachers have about the game?
2- How and with what methods can the beliefs of preschool teachers be changed?
3- How do teachers' beliefs about the game affect their classroom performance, teaching patterns, and the type of curriculum in the classroom?
4- How do preschool teachers perceive the role of play in preschool classes?
The purpose of the present study was to investigate the beliefs of preschool teachers regarding the game and its relationship with their classroom performance. The approach of the qualitative research was a multiple case study in which eight preschool teachers were selected by purposeful sampling. To collect data, structured interviews with teachers, classroom observations, document review, and follow-up interviews were used. The findings of the research showed that most of the coaches valued the game and supported the belief that there is a connection between the game and learning, but the concept of the game that the coaches had was not the same with each other. Also, the experience of playing with children and interacting with colleagues, university education, childhood experiences, the influence of parents' behavior in childhood, playing with peers and neighborhood children in the open air, the experience of playing with siblings in childhood, care and nursing of Younger siblings, reading books and articles related to the game and finally passing training courses were influential factors in the formation of coaches' beliefs about the game. Most of the coaches had a great relationship between their beliefs about the game and their classroom performance, but the observations showed that the time they had set aside for free activities or the same game in their interviews and curriculum was less and used There were more traditional methods for teaching academic concepts than what was observed in the classrooms.In addition, based on the results of this research, the relationship between teachers' beliefs and their classroom performance was not very strong; The existence of a competitive atmosphere in preschool centers where learning formal subjects is a priority, and the external pressure and emphasis of parents on academic subjects and learning cognitive areas, were among the reasons for this weak relationship. In general, teachers in their classes use direct and traditional methods more than game oriented teaching methods, this trend is a worrying issue that needs to be taken into consideration.
In general, the researchers conducted this research through a case study using multiple cases to discover the relationship between preschool teachers' beliefs regarding play and their performance. In order to get a clearer understanding of the opinions and tendencies of the teachers towards the game, the researchers interviewed, observed the class and analyzed the curriculum of each of the teachers. The findings of this study showed that the game situation in Ahvaz city is somewhat worrying and measures should be taken to improve this issue. The findings showed that preschool teachers are more engaged in teaching academic subjects than playing games. Also, these teachers use the game more as a tool to achieve predetermined educational goals than as a spontaneous thing to cultivate children's creativity, this neglect and emphasis on teaching lessons causes many damages to education and Children have grown up, but it is hoped that in the near future, by carrying out numerous and effective investigations, as well as taking necessary measures in this field, we will soon see compensation for this deficiency in preschool centers.