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Article
Kindergartners' Play with Preschool- and School-Aged Children within a Mixed-Age Classroom
Available from: JSTOR
Publication: Elementary School Journal, vol. 83, no. 5
Date: 1983
Pages: 578–586
Article
Pretending Emotions in the Early Years: The Role of Language and Symbolic Play
Available from: Wiley Online Library
Publication: Infancy, vol. 26, no. 6
Date: Nov/Dec 2021
Pages: 920-931
Child development, Developmental psychology, Emotion recognition in children, Emotions in children, Language acquisition, Montessori method of education, Play
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Abstract/Notes: Although 3-year-old children sometimes simulate emotions to adapt to social norms, we do not know if even younger children can pretend emotions in playful contexts. The present study investigated (1) what emotions infants of 1–2 years old are capable of pretending and (2) the possible role of language and symbolic play in the ability to pretend emotions. The sample included 69 infants aged 18 to 31 months and their parents. Infants were administrated the Test of Pretend Play, and their parents responded to the MacArthur-Bates CDI-II inventory, part of the MacArthur-Bates CDI-I, and a questionnaire about the expression of pretend emotions. Results suggest that very young children simulate emotions. Furthermore, children's simulation of emotions was related to both symbolic play and language. Specifically, the ability to label emotions was linked to the ability to simulate them. The role of language and symbolic play in the development of the capacity to express and understand pretend emotions is discussed.
Language: English
DOI: 10.1111/infa.12414
ISSN: 1532-7078
Article
Aims, Beliefs, Practices and Training of Early Childhood Practitioners from Three Different Backgrounds: Montessori, Traditional and the Preschool Playgroups Association
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 27, no. 2
Date: 1995
Pages: 1-9
Comparative education, Trainings
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Abstract/Notes: The study described below compares the goals, beliefs, practices and training of early childhood educators from three different origins: Montessori, Traditional and the Association of Playgroups (PPA), and reports practice of a research in progress. The information was gathered by means of a questionnaire which was sent to early childhood practitioners and which covers various subjects such as reading, writing, arithmetic, free choice, accessible activities, scoring, role played and commitment of parents. There was consensus on the main goals of early childhood practitioners, but many differences emerged between groups for beliefs, practice and training. The importance of high quality training for early childhood practitioners has been demonstrated. The Traditional group appeared to have the highest level of training and the practice is more often than not to maintain contact with current research more than the other two Montessori and PPA groups.
Language: English
DOI: 10.1007/BF03174924
ISSN: 0020-7187, 1878-4658
Article
Advantages of Mixed-age Free Play in Elementary School: Perceptions of Students, Teachers, and Parents
Available from: Taylor and Francis Online
Publication: International Journal of Play, vol. 10, no. 1
Date: 2021
Pages: 75-92
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Abstract/Notes: Mixed-age groups have been shown to be effective in classroom settings, but only a handful of studies have explored mixed-age grouping in play. This research is a case study of one New York public elementary school that places great value on recess and mixed-age groupings. The school has implemented Let Grow Play Club before school one day per week for students in kindergarten through fifth grade. We use child interviews, teacher interviews, and parent surveys to examine the perceptions of mixed-age, outdoor play provided in Play Club and the school more generally. Across the different types of data, stakeholders expressed their support for cross-age interactions in mixed-age groupings. This play was perceived as valuable for helping build friendships and developing social skills, as older children become role models to younger ones. As suggested by Vygotsky’s (1978) theories, children are learning from one another and enhancing their development through unstructured play.
Language: English
DOI: 10.1080/21594937.2021.1878774
ISSN: 2159-4937
Article
Jerome W. Berryman: The Spiritual Guidance of Children: Montessori, Godly Play, and the Future [Book Review]
Available from: Springer Link
Publication: Journal of Religious Education, vol. 62, no. 2
Date: 2014
Pages: 87-88
Article
Study of Imaginative Play in Children using Neutrosophic Cognitive Maps Model
Available from: Zenodo
Publication: Neutrosophic Sets and Systems, vol. 30
Date: 2019
Pages: 241-252
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Abstract/Notes: This paper studies the imaginative play in young children using a model based on neutrosophic logic, viz, Neutrosophic Cognitive Maps (NCMs). NCMs are constructed with the help of expert opinion to establish relationships between the several concepts related with the imaginative play in children in the age group 1-10 years belonging to socially, economically and educationally backward groups. The NCMs are important in overcoming the hindrance posed by complicated and often imprecise nature of psychological or social data. Data was collected by video recording of children playing and the interpretations given by experts. Fifteen attributes / concepts related with children playing with the same toy were observed and according to experts several concepts were related and for some the relations between concepts were indeterminate, so it was appropriate to use NCMs. These NCMs were built using five expert’s opinion and the hidden patterns of them happened to be a fixed point.
Language: English
ISSN: 2331-6055, 2331-608X
Article
Action Possibilities Enhancing the Spiritual Wellbeing of Young Children: Applying Affordance Theory to the Godly Play Room
Available from: MDPI
Publication: Religions, vol. 13, no. 12
Date: Dec 2022
Pages: Article 1202
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Abstract/Notes: Godly Play is an approach to religious education for young children between the ages of three and eight. The Godly Play room, modelled on Montessori’s prepared environment, provides opportunities for young children to respond to Sacred stories, Parables and Liturgical actions presented by the Storyteller through art using any of the materials available to them. However, there is a paucity of research into how different spatial affordances may enhance opportunities for spiritual development in the Godly Play room. This article examines the Godly Play room through the lens of affordance theory. It applies elements of the notion of affordances to three documented anecdotes of Godly Play storytellers to show particular action possibilities enhance opportunities for spiritual development and wellbeing. The analysis highlights the importance of the Storyteller’s guidance, the readily accessible materials, and the dedicated space in which Godly Play is undertaken.
Language: English
DOI: 10.3390/rel13121202
ISSN: 2077-1444
Article
Playing with Possibilities: Drama and Core French in the Montessori Elementary Classroom in British Columbia, Canada
Available from: University College - Cork, Ireland
Publication: Scenario: A Journal of Performative Teaching, Learning, Research, vol. 13, no. 1
Date: 2019
Pages: 1-20
Americas, Canada, Language acquisition, Montessori method of education, Montessori schools, North America
Article
Games That Art Educators Play: Games in the Historical and Cultural Context of Art Education
Available from: JSTOR
Publication: Studies in Art Education, vol. 55, no. 3
Date: Spring 2014
Pages: 241-252
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Abstract/Notes: Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and '70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.
Language: English
ISSN: 0039-3541, 2325-8039
Article
"Der Mensch ist nur da ganz Mensch, wo er spielt". Friedrich Schillers Gedanken zur "ästhetischen Erziehung des Menschen" und die pädagogischen Vorstellungen Maria Montessoris
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Synthesis philosophica, no. 41
Date: 2006
Pages: 51-58
Child development, Early childhood education, Friedrich Schiller - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: In Schiller’s opinion, to play means to act free from the force of need as well as of duty and thus to enjoy liberation from necessity. It is this experience of freedom that links play with the aesthetical phenomenon of beauty and causes its high edu...
Language: German
ISSN: 0352-7875, 1848-2317