國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Support for Play in Public School Kindergarten Classrooms :/
Reminder of title:	A Descriptive Multiple Case Study.
Author:	Docken, Elizabeth Marie.
Description:	1 online resource (288 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Early childhood education. -
Online resource:	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.
LDR:02860ntm a2200373Ki 4500 001 909288
005 20180426101948.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355165524
035 $a (MiAaPQ)AAI10285793
035 $a (MiAaPQ)cu-portland:10033
035 $a AAI10285793
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Docken, Elizabeth Marie. $3 1179983
245 1 0 $a Support for Play in Public School Kindergarten Classrooms : $b A Descriptive Multiple Case Study.
264 0 $c 2017
300 $a 1 online resource (288 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Jerry McGuire.
502 $a Thesis (Ed.D.) $c Concordia University (Oregon) $d 2017.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Elementary education. $3 1148439
650 4 $a Pedagogy. $3 1148703
650 4 $a Recreation. $3 559433
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0524
690 $a 0456
690 $a 0814
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Concordia University (Oregon). $b Education. $3 1179984
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285793 $z click for full text (PQDT)