國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education./
Author:	Simmons, Katie Lamb.
Description:	1 online resource (141 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Education. -
Online resource:	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:

555912
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.
LDR:02987ntm a22004097 4500 001 1146039
005 20240711091451.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381165166
035 $a (MiAaPQ)AAI30689371
035 $a AAI30689371
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Simmons, Katie Lamb. $3 1471363
245 1 0 $a Teacher and Parent Perspectives About the Importance of Playtime Versus Meeting Academic Standards in Early Childhood Education.
264 0 $c 2023
300 $a 1 online resource (141 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: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Fowler, Rollen.
502 $a Thesis (Ed.D.)--Northcentral University, 2023.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational psychology. $3 555103
650 4 $a Educational sociology. $3 555555
650 4 $a Early childhood education. $3 557157
653 $a Play
653 $a Emotional learning
653 $a Teacher participants
653 $a Parent participants
653 $a Sociocultural theories
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0525
690 $a 0518
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b School of Education. $3 1179614
773 0 $t Dissertations Abstracts International $g 85-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30689371 $z click for full text (PQDT)