Kindergarten Children's Perspectives on Play and Learning

Autor/inn/en	Pyle, Angela; Alaca, Betül
Titel	Kindergarten Children's Perspectives on Play and Learning
Quelle	In: Early Child Development and Care, 188 (2018) 8, S.1063-1075 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1245190
Schlagwörter	Kindergarten; Young Children; Childhood Attitudes; Play; Developmentally Appropriate Practices; Academic Achievement; Literacy; Academic Education; Academic Standards; Semi Structured Interviews; Preschool Teachers; Teacher Student Relationship; Foreign Countries; Observation; Canada (Toronto) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Spiel; Entwicklungsbezogene Bildung; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Akademische Bildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Beobachtung
Abstract	Practitioners in play-based learning contexts face the challenge of developing developmentally appropriate practices while meeting rigorous academic curriculum standards. To date, play and academic learning have been predominantly conceptualized from an adult perspective. Considering that children are key agents in classroom play contexts, it is important to understand their views on play and learning. The purpose of this study was to explore children's perspectives on the connectedness between play and learning and understand whether their views are related to the play types observed in their classrooms. Photo elicitation interviews were conducted with 134 kindergarten students and 10 hours of observation were held in each of the 10 classrooms. Results indicate that children's understanding of the connectedness between play and academic learning were related to teacher presence in play and the types of play environments available in their classrooms. Implications for practitioners and researchers alike are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01