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Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms./
作者:	Murillo, Lloydia Krystal.
面頁冊數:	1 online resource (276 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438135468

Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms.
Murillo, Lloydia Krystal.

Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms. - 1 online resource (276 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2018.

Includes bibliographical references

This study investigates the conditions that benefit and hinder preschool education and preschool teacher's knowledge of and use of play in early education within the culture of Belize, using case studies of two preschool teachers. Studies show that positive attitudes toward play in the preschool classroom are more likely to be adopted by preschool teachers who have received training and education in play pedagogy (Johnson, Sevimli-Celik, & Al-Mansour, 2013; Ridgway & Quinones, 2012; Quinones & Ridgway, 2015). These case studies present a cultural perspective of early childhood education and the use of play among two preschool teachers in Belize. Teachers were selected from preschools in a rural and urban setting in Belize. No significant differences in teaching philosophy and practice related to this study were found between the rural and urban sites. The methods of this study included collecting observations, interviews and artifacts from the study participants.

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

Mode of access: World Wide Web

ISBN: 9780438135468Subjects--Topical Terms:

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

554714
Electronic books.

Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
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504 $a Includes bibliographical references
520 $a This study investigates the conditions that benefit and hinder preschool education and preschool teacher's knowledge of and use of play in early education within the culture of Belize, using case studies of two preschool teachers. Studies show that positive attitudes toward play in the preschool classroom are more likely to be adopted by preschool teachers who have received training and education in play pedagogy (Johnson, Sevimli-Celik, & Al-Mansour, 2013; Ridgway & Quinones, 2012; Quinones & Ridgway, 2015). These case studies present a cultural perspective of early childhood education and the use of play among two preschool teachers in Belize. Teachers were selected from preschools in a rural and urban setting in Belize. No significant differences in teaching philosophy and practice related to this study were found between the rural and urban sites. The methods of this study included collecting observations, interviews and artifacts from the study participants.
520 $a As yet, a qualitative study of play pedagogy of preschool teachers in Belize has not been conducted. This study addressed the need to highlight culture in understanding the dynamic early educational experiences of young children in diverse communities. Names of all study participants and locations have been changed to protect identities. As preschool teachers, their lived experiences reflect on the early childhood teaching profession, and their daily triumphs and challenges. Each preschool teacher's unique case illustrated how they understand and enact play pedagogy. The case studies reflected the understanding of each preschool teacher in regard to play and their approaches to play pedagogy and the constraints and affordances that facilitated or prevented desired practices. Teachers reflected a desire to gain more knowledge and training in the field of play pedagogy. Teachers also desired greater access to play based learning materials as resources were limited in their classrooms. Collecting their stories provided an illustrative lens of the practical experiences of those involved in the cultural setting of Belize.
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