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The Power of Play in Supporting Scho...

University of Washington.

The Power of Play in Supporting School Readiness Skills.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Power of Play in Supporting School Readiness Skills./
作者:	Woolmington, Caroline H.
面頁冊數:	1 online resource (53 pages)
附註:	Source: Masters Abstracts International, Volume: 56-06.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355122176

The Power of Play in Supporting School Readiness Skills.
Woolmington, Caroline H.

The Power of Play in Supporting School Readiness Skills. - 1 online resource (53 pages)

Source: Masters Abstracts International, Volume: 56-06.

Thesis (Master's)--University of Washington, 2017.

Includes bibliographical references

School readiness is a term that has come to yield a lot of power over preschool and kindergarten curricula over the past two decades. This shift has led to an increased academic focus, which has often come at the expense of traditional play times. However, the play-versus-academic debate is actually a false divide as evidenced by neuroscience research on executive function skills and socio-cultural research on how play impacts child development. Play creates an ideal context for the important mental development that takes place in the preschool and kindergarten years. This paper reviews the literature in each of these areas and ultimately argues that the conceptualization of "school readiness" should take into account the multiple critical aspects of development during these early years rather than focusing exclusively on academic skills. Based on this new conceptualization, the paper concludes with three key principles for supporting school readiness in preschool and kindergarten classrooms.

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

Mode of access: World Wide Web

ISBN: 9780355122176Subjects--Topical Terms:

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

554714
Electronic books.

The Power of Play in Supporting School Readiness Skills.
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500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Holly S. Schindler.
502 $a Thesis (Master's)--University of Washington, 2017.
504 $a Includes bibliographical references
520 $a School readiness is a term that has come to yield a lot of power over preschool and kindergarten curricula over the past two decades. This shift has led to an increased academic focus, which has often come at the expense of traditional play times. However, the play-versus-academic debate is actually a false divide as evidenced by neuroscience research on executive function skills and socio-cultural research on how play impacts child development. Play creates an ideal context for the important mental development that takes place in the preschool and kindergarten years. This paper reviews the literature in each of these areas and ultimately argues that the conceptualization of "school readiness" should take into account the multiple critical aspects of development during these early years rather than focusing exclusively on academic skills. Based on this new conceptualization, the paper concludes with three key principles for supporting school readiness in preschool and kindergarten classrooms.
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 Reading instruction. $3 1148440
650 4 $a Recreation. $3 559433
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0535
690 $a 0814
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710 2 $a University of Washington. $b Education. $3 1180047
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