Abstract

Abstract
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.
   Objective: Despite the explicit emphasis in Iranian "upstream documents" on the centrality of play during the preschool years, empirical evidence reveals a prevailing dominance of direct, rote-based instructional methods within these centers. This contradiction signifies a profound rupture between pedagogical ideals and operational realities. The current research aimed to provide an in-depth exploration of preschool teachers' beliefs regarding play and to elucidate the reasons underlying the disconnect between these beliefs and their actual classroom performance.
Methodology: This study employed a qualitative research approach with a multiple case study design. The research population consisted of preschool teachers in the city of Ahvaz, from which eight participants were selected via purposive sampling (information-rich cases) until theoretical saturation was achieved. Data collection was conducted through a triangulation technique involving in-depth semi-structured interviews, non-participatory classroom observations, and the analysis of pedagogical documentation, including curricula, supervisory logbooks, and student progress reports. To ensure the trustworthiness and rigor of the findings, the four criteria of Lincoln and Guba—credibility, dependability, transferability, and confirmability—were strictly applied. Data were analyzed using thematic analysis through a three-stage coding process.
   Findings: A comprehensive analysis of the data yielded three overarching themes: first, "Conceptual Idealism," reflecting the teachers' perception of play as a form of "hidden pedagogy"; second, the "Ecology of Professional Identity," highlighting the influence of "nostalgic reconstructions of childhood" in the formation of teacher beliefs; and third, "Structural Rupture in the Field of Practice," characterized by the phenomenon of the "illusion of play-based learning." The results indicate that while teachers hold a profound internal conviction regarding the necessity of play, they face significant pressures arising from the "hegemony of parental expectations" and the "determinism of regulatory mandates." Consequently, they resort to a form of ceremonial compliance, reducing play to a mere vessel for direct instruction in practice. This gap between theory and practice is not a result of a knowledge deficit but rather constitutes a "survival strategy" in response to the increasing commodification of education.
Conclusion: Based on these findings, it is recommended that policymakers re-evaluate evaluative indicators, shifting from a purely quantitative focus toward qualitative assessment. Such a shift is essential to facilitate the gradual transition of teachers from the role of "instructor" to that of "play facilitator."