國立虎尾科技大學 |

Support for Play in Public School Kindergarten Classrooms : = A Descriptive Multiple Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Support for Play in Public School Kindergarten Classrooms :/
其他題名:	A Descriptive Multiple Case Study.
作者:	Docken, Elizabeth Marie.
面頁冊數:	1 online resource (288 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355165524

Support for Play in Public School Kindergarten Classrooms : = A Descriptive Multiple Case Study.
Docken, Elizabeth Marie.

Support for Play in Public School Kindergarten Classrooms :A Descriptive Multiple Case Study. - 1 online resource (288 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This study explored the support for play in public school kindergarten classrooms in a single urban school district in the Northwest region of the United States. Through a three-phased data collection approach that included an online survey, in-person interviews, and classroom observations, the researcher gathered information to describe how teachers are supporting play through five key attributes: teacher perspectives, opportunities for play, the play environment, types of play, and the role of the teacher (teacher practices). The online survey was shared with all kindergarten teachers in the district, with nine survey participants who expressed high support for play selected to participate in one-on-one interviews. From the nine teachers interviewed, three were selected for classroom observations to describe support for play in the real-world context of the kindergarten classroom. The descriptive case studies of these three teachers revealed the following findings on support for play: kindergarten teachers view play as developmentally appropriate and synonymous with learning; daily opportunities are provided for free play and guided play experiences; playful kindergarten environments provide well-defined areas and organized materials for work and play; playful kindergarten classrooms support multiple types of play in child-initiated and teacher-initiated experiences; and teachers support play by creating structures and rules, responding to ensure safety, and advocating for play.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355165524Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Support for Play in Public School Kindergarten Classrooms : = A Descriptive Multiple Case Study.
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504 $a Includes bibliographical references
520 $a This study explored the support for play in public school kindergarten classrooms in a single urban school district in the Northwest region of the United States. Through a three-phased data collection approach that included an online survey, in-person interviews, and classroom observations, the researcher gathered information to describe how teachers are supporting play through five key attributes: teacher perspectives, opportunities for play, the play environment, types of play, and the role of the teacher (teacher practices). The online survey was shared with all kindergarten teachers in the district, with nine survey participants who expressed high support for play selected to participate in one-on-one interviews. From the nine teachers interviewed, three were selected for classroom observations to describe support for play in the real-world context of the kindergarten classroom. The descriptive case studies of these three teachers revealed the following findings on support for play: kindergarten teachers view play as developmentally appropriate and synonymous with learning; daily opportunities are provided for free play and guided play experiences; playful kindergarten environments provide well-defined areas and organized materials for work and play; playful kindergarten classrooms support multiple types of play in child-initiated and teacher-initiated experiences; and teachers support play by creating structures and rules, responding to ensure safety, and advocating for play.
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