Literaturnachweis - Detailanzeige
| Autor/in | Klugman, Edgar |
|---|---|
| Titel | The Value of Play as Perceived by Wheelock College Freshmen. |
| Quelle | (1996), (22 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Cognitive Development; College Students; Higher Education; Play; Pretend Play; Recess Breaks; Social Development; Student Attitudes; Values |
| Abstract | This study surveyed 169 freshman students at Wheelock College to identify generational shifts in play experiences, students' play histories, later college and placement site experiences, and the extent to which play was a part of students' professional identities. Subjects in the study were primarily Caucasian females between 17 and 19 years of age. The survey was comprised of open-ended questions about students' memories of play at home, in school, and about the role of play in learning. Findings indicated that memories of home play were primarily of neighborhood play, most frequently outdoors and with other children. Students had vivid memories of school play at recess (especially large motor activities) and in dramatic and imaginative contexts. Memories of play at school helped students form ideas about what constitutes play in a school setting. Many students perceived a strong connection between play and social development, and a general relationship between play and learning, but did not specify the nature of the relationship. Some students mentioned child care experiences and generation-specific toys such as Cabbage Patch Dolls. The findings highlighted the need to develop and model language and practice to help future teachers recognize and describe the connection between play and learning. Research protocols sensitive to cultural differences in play are essential. Colleges need to be more responsive to play learning needs of each generation of students. Appendices include the survey used and a data summary. (KDFB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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