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Early Childhood Teachers' Perception of Play in the Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Early Childhood Teachers' Perception of Play in the Classroom./
Author:	Heninger, Kara.
Description:	1 online resource (59 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-01.
Contained By:	Masters Abstracts International57-01(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355490459

Early Childhood Teachers' Perception of Play in the Classroom.
Heninger, Kara.

Early Childhood Teachers' Perception of Play in the Classroom. - 1 online resource (59 pages)

Source: Masters Abstracts International, Volume: 57-01.

Thesis (M.S.)--Minot State University, 2017.

Includes bibliographical references

The importance of play has been a recent topic of interest in early childhood education. However, there has been a shift away from play in recent years due to push down academics and concerns for Kindergarten readiness. Teacher perspectives are important because they affect their practice; however a limited amount of research regarding teacher perceptions of play exists. Through a modified replication of a previous study (Manwaring, 2011), the current research sought to investigate the perceptions of play held by early childhood special education professionals. Semi-structured interviews were conducted with four professionals and qualitatively analyzed to determine themes. Findings closely mirrored to those of the original study as participants were found to be knowledgeable of play as a developmentally appropriate practice, seek to implement play within their classrooms, and make adaptations when necessary. The obstacles to play were also mentioned, including the restriction of play due to academic activities. Implications of the findings as well as recommendation for future action are discussed.

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

Mode of access: World Wide Web

ISBN: 9780355490459Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Early Childhood Teachers' Perception of Play in the Classroom.
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500 $a Source: Masters Abstracts International, Volume: 57-01.
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502 $a Thesis (M.S.)--Minot State University, 2017.
504 $a Includes bibliographical references
520 $a The importance of play has been a recent topic of interest in early childhood education. However, there has been a shift away from play in recent years due to push down academics and concerns for Kindergarten readiness. Teacher perspectives are important because they affect their practice; however a limited amount of research regarding teacher perceptions of play exists. Through a modified replication of a previous study (Manwaring, 2011), the current research sought to investigate the perceptions of play held by early childhood special education professionals. Semi-structured interviews were conducted with four professionals and qualitatively analyzed to determine themes. Findings closely mirrored to those of the original study as participants were found to be knowledgeable of play as a developmentally appropriate practice, seek to implement play within their classrooms, and make adaptations when necessary. The obstacles to play were also mentioned, including the restriction of play due to academic activities. Implications of the findings as well as recommendation for future action are discussed.
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