Inserting Child-Initiated Play into an American Urban School District after a Decade of Scripted Curricula: Complexities and Progress

Autor/inn/en	Nicholson, ?Julie; Bauer, Anne; Woolley, Ristyn
Titel	Inserting Child-Initiated Play into an American Urban School District after a Decade of Scripted Curricula: Complexities and Progress
Quelle	In: American Journal of Play, 8 (2016) 2, S.228-271 (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Urban Schools; School Districts; Public Schools; Play; Educational Legislation; Federal Legislation; Child Development; Social Development; Emotional Development; Teacher Role; Partnerships in Education; Parent Attitudes; Principals; Administrator Attitudes; Case Studies; Communities of Practice; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Public school; Öffentliche Schule; Spiel; Bildungsrecht; Schulgesetz; Bundesrecht; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Lehrerrolle; Hochschulpartnerschaft; Elternverhalten; Principal; Schulleiter; Case study; Fallstudie; Case Study; Community; Kalifornien
Abstract	The authors discuss an urban public school district's efforts to reinsert play after its mandated disappearance for fourteen years under a scripted curriculum imposed to meet the goals of the No Child Left Behind law. The authors analyze field notes, teacher and administrator interviews, coaching records, and surveys to chart the impact on teachers of the efforts to revive play in their classrooms. The study suggests that these attempts increased the teachers' understandings of child development and the connections between play and social-emotional development. The authors note the role of teachers in arranging play-friendly classrooms and the problems teachers faced including the lack of any district curriculum; the complexities of public-private partnerships; the lack of understanding about play by parents, principals, and administrators; and children's challenging behavior and volent play themes. Finally, the authors consider the sociopolitical factors influencing the sustainability of play in large urban classrooms. (As Provided).
Anmerkungen	The Strong. One Manhattan Square, Rochester, NY 14607. Tel: 585-263-2700; e-mail: info@thestrong.org; Web site: http://www.thestrong.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01