Exploring Multisensory Experiences in Infants' Learning and Development in the Child Care Classrooms

Autor/in	Shin, Minsun
Titel	Exploring Multisensory Experiences in Infants' Learning and Development in the Child Care Classrooms
Quelle	In: Early Child Development and Care, 191 (2021) 13, S.2116-2127 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Minsun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1695127
Schlagwörter	Infants; Child Development; Multisensory Learning; Play; Teaching Methods; Child Care Centers; Scaffolding (Teaching Technique); Student Needs; Student Interests; Developmental Stages; Preschool Teachers + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Sensorische Stimulation; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Studieninteresse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Infants come to know about the world and develop an understanding about themselves through multisenses. This qualitative case study aimed to explore how three infant head teachers engaged in and facilitated various multisensory play activities in their classrooms. Natural, in-class, non-participatory observations were conducted at a child care centre in the U.S. The findings of this study illustrated how the infant teachers in this study provided, promoted, and scaffolded multisensory experiences in their daily practices. The findings also highlighted that the infant teachers adapted sensory experiences to meet individual preferences, needs, interests, and changing developmental status of their infants. (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	2024/1/01