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Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education./
作者:	Simmons, Katie Lamb.
面頁冊數:	1 online resource (141 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381165166

Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education.
Simmons, Katie Lamb.

Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education. - 1 online resource (141 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

The opportunity for young children to engage in play while at school has decreased because schools have increased their focus on academic standards. Teachers face increased scrutiny about the quality and depth of their teaching. With less play in the classroom, some believe children are not given the freedom to think for themselves and explore their environment, which is considered necessary in the early years. Guided by constructivist and sociocultural theories, the purpose of this qualitative case study was to explore parents and teachers' perspectives about the benefits and drawbacks of structured and/or unstructured play for children in early childhood education. Using purposeful criterion sampling, six teachers from a suburban school district in southeastern Virginia and six parents whose children attended the school were recruited. Results showed that both parents and teachers described free play and guided play as a necessary factor in the students' education. Their perspectives were that guided play may be more beneficial in terms of meeting school/state standards, but free play was necessary for social and emotional learning and growth. Teacher participants reported struggling to fit both types of play into their daily schedule due to time and resources. Parent participants reported a combination of both types of play was necessary for their child to reach the goals set forth for the year. Findings suggested that play in the classroom can be increased with appropriate materials, resources, and centers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381165166Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

PlayIndex Terms--Genre/Form:

554714
Electronic books.

Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education.
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520 $a The opportunity for young children to engage in play while at school has decreased because schools have increased their focus on academic standards. Teachers face increased scrutiny about the quality and depth of their teaching. With less play in the classroom, some believe children are not given the freedom to think for themselves and explore their environment, which is considered necessary in the early years. Guided by constructivist and sociocultural theories, the purpose of this qualitative case study was to explore parents and teachers' perspectives about the benefits and drawbacks of structured and/or unstructured play for children in early childhood education. Using purposeful criterion sampling, six teachers from a suburban school district in southeastern Virginia and six parents whose children attended the school were recruited. Results showed that both parents and teachers described free play and guided play as a necessary factor in the students' education. Their perspectives were that guided play may be more beneficial in terms of meeting school/state standards, but free play was necessary for social and emotional learning and growth. Teacher participants reported struggling to fit both types of play into their daily schedule due to time and resources. Parent participants reported a combination of both types of play was necessary for their child to reach the goals set forth for the year. Findings suggested that play in the classroom can be increased with appropriate materials, resources, and centers.
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