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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 1 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
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Otranto Road Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Phone: (843) 805-6930
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Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms.
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Pyle, Angela; Bigelow, Ashley
- Source:
Early Childhood Education Journal; Sep2015, Vol. 43 Issue 5, p385-393, 9p, 1 Chart- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their classrooms. This challenge is compounded by the inclusion of increasingly academic standards in kindergarten curricula resulting in the need to determine if and how teachers can integrate play-based pedagogies and mandated academic standards. The purpose of this study was to examine three teachers' approaches to integrating play-based learning in their kindergarten classrooms. Specifically, teachers' conceptions of the purpose of play and their role in structuring play-based learning were explicitly examined. This paper concludes with a discussion concerning the challenges teachers face in negotiating a balance between academic learning and the use of developmentally appropriate practices such as play, and the need for further research to determine if and how particular play-based approaches support the development of academic, social, and emotional skills. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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