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The Play-Literacy Interface in Full-Day Kindergarten Classrooms
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Pyle, Angela; Prioletta, Jessica; Poliszczuk, Daniel – Early Childhood Education Journal, 2018
The increasing accountability framework in Kindergarten education has put pressure on teachers to ensure that students reach certain literacy milestones before proceeding to the subsequent grade. One result of this shift is a tension between an emphasis on academic learning and the use of developmentally appropriate practices, such as play.…
Descriptors: Play, Kindergarten, School Schedules, Literacy
License to Let Go in Transitional Kindergarten Programs: Supports and Barriers of Play-Based Strategies
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Baron, Sarah; Immekus, Jason C.; González, Juan Carlos; Yun, Cathy K. – Curriculum and Teaching Dialogue, 2016
The pendulum is shifting from teacher-directed approaches in childhood education towards child-directed learning where developmentally appropriate practices (DAP) inform curriculum and instruction. This study explored the perspectives of teachers and administrators towards the supports and barriers of DAP and play in Transitional Kindergarten (TK)…
Descriptors: Play, Kindergarten, Developmentally Appropriate Practices, Teacher Attitudes
Localizing Play-Based Pedagogy: Nigerian Educators' Appropriation of Sesame Classroom Materials
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Moland, Naomi A. – Global Education Review, 2017
This article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop's efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of…
Descriptors: Foreign Countries, Teaching Methods, Play, Early Childhood Education
Providing High Quality Care in Low-Income Areas of Maryland: Definitions, Resources, and Challenges from Parents and Child Care Providers' Perspectives. Publication #2012-45
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Forry, Nicole; Simkin, Shana; Wessel, Julia; Rodrigues, Katherine – Child Trends, 2012
Early life experiences are critical to a child's development. Research has shown that, for a variety of reasons, children born into low-income families are at a disadvantage when compared to their higher-income peers. Fortunately, research has also shown a positive association between high quality child care and the academic and social-emotional…
Descriptors: Child Care, Definitions, Low Income Groups, Focus Groups
Breaking Down Barriers for 1st-Year Teachers: What Teacher Preparation Programs Can Do
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Brashier, Allison; Norris, Elizabeth – Journal of Early Childhood Teacher Education, 2008
A developmentally appropriate learning environment for young children is vital for successful learning. However, implementing developmentally appropriate practices can be a challenge for 1st-year teachers because of the pressures of standardized testing. The purpose of this study was to examine the struggles teachers encounter in implementing…
Descriptors: Early Childhood Education, Preschool Teachers, Developmentally Appropriate Practices, Barriers
Preschool Teacher's Conceptions of Computers and Play
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Sandberg, Anette – Information Technology in Childhood Education Annual, 2002
There are many dimensions of play and play's significance for children's development and learning is often emphasized, but how do preschool teachers see children's use of computers in preschool? A qualitative study was done with 13 Swedish preschool teachers that had experience working with computers in preschool. The overall aim of this study was…
Descriptors: Play, Preschool Teachers, Computer Uses in Education, Preschool Children