Constructive Play: A Value-Added Strategy for Meeting Early Learning Standards

Autor/inn/en	Drew, Walter F.; Christie, James; Johnson, James E.; Meckley, Alice M.; Nell, Marcia L.
Titel	Constructive Play: A Value-Added Strategy for Meeting Early Learning Standards
Quelle	In: Young Children, 63 (2008) 4, S.38-44 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Educational Strategies; Professional Development; Early Childhood Education; Preschool Education; School Readiness; Play; Teachers; Arizona + Suchen Sie Ihr Suchwort? Lehrstrategie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Spiel; Lehrer; Lehrerin; Lehrende
Abstract	As a structural element of education reform, early learning standards shape the content of instructional curriculum, set the goals of professional development, and establish the focus of outcomes assessment. Many early childhood teachers are concerned that the standards movement and its narrowing of educational goals are pushing aside classroom learning through play in favor of more didactic forms of instruction. This article proposes to reconcile constructive play with the standards movement. The authors present three key principles, derived from their own experiences, that explain why developmentally appropriate constructive play is an ideal instructional strategy for meeting early learning standards. A chart identifies connections between Arizona early learning standards and research-supported constructive play. (As Provided).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10