For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Doctoral Dissertation
Math Play: Growing and Developing Mathematics Understanding in an Emergent Play-Based Environment
Available from: University of California eScholarship
See More
Abstract/Notes: This project explores how mathematics growth and development can be supported, documented and assessed in an emergent play-based early childhood education environment inspired by the practices and principles of Reggio Emilia. Using the California Preschool Learning Foundations as a framework, Math Play includes developmentally appropriate activities and environments that support cognitive development within the mathematics domain. This curriculum documents how a classroom's emergent themes were interwoven into activities and environments that did not oppose the practices and principles of the approach. Math Play successfully documented each child's mathematic understanding as well as areas needing further growth and development. With the California Preschool Learning Foundations as a framework, teachers can use Math Play to establish a child's level of understanding within this domain that plays one of important roles in assessing a child's school readiness. Math Play provides examples of how teachers can use authentic formative portfolios for assessment of growth and development. Math Play provides an alternative for standardized assessment in an emergent play-based environment that authenticates the experiences that preschool children are having while growing and developing in a Reggio Emilia inspired environment. After implementation of Math Play the following two findings were deduced : 1. Children engaged and demonstrated a range of mathematic growth and development that corresponds with the eighteen sub-strands of the California Preschool Learning Foundations. 2. Authentic formative portfolios provided an effective way to discuss individual child mathematic growth and development with assistant teachers and parents. In addition to these findings the children who were involved in this research continued to grow and develop by engaging in activities that furthered their mathematic foundation after Math Play implementation
Language: English
Published: San Diego, California, 2012
Doctoral Dissertation
The Potentiality of Play: The Shifting Design Language of Play-Based Learning
Available from: Edinburgh Napier University
Montessori method of education - Criticism, interpretation, etc., Play, Student-centered learning
See More
Abstract/Notes: This thesis, underpinned by cross-cultural design ethnography (DE) and research through design (RtD), re-reads play-based learning constructs as design practice. In doing so, it charts the shifting relationship between design and theories of play-based learning. The work frames the design of play-based learning processes, from their emergence in historical learning environments such as the Montessori method to current pedagogies of STEAM learning. This evolutionary focus will be of interest to a wide range of stakeholders such as pedagogues, designers, and policy makers, each of whom contribute to where, what and how children are taught. This thesis presents the following arguments: Firstly, it frames and re-reads key historical play pedagogues as designers and design thinkers, whose work has shaped and influenced the evolution of play-based learning through the inception of play artefacts, spaces, and structures. This thesis further elucidates that design-thinking has been at the heart of play-based learning, demonstrated through the design of modular and standardised pedagogic objects and spaces of historic learning environments. The design evolution within this framework helps to enlighten the development of tinkering and iterative prototyping as twenty-first century affordances of learning through play. Secondly, this thesis uses observation-based design ethnography of the Montessori method, to argue that Montessori’s restrictive pedagogy can be counterproductive to learning through intuitive processes of exploration and iteration. Thirdly, by adapting the practice-based research method of research through design (RtD), the thesis demonstrates and proposes that twenty-first century design affordances of tinkering and iteration can be suitably integrated to enrich historic play-based learning environments such as the Montessori method. In each of these arguments, the ways in which pedagogic theories of play are interwoven with the language of design thinking are revealed. By bringing into focus the triad of play, pedagogy, and design, an additional educational landscape of twenty-first century cultural learning environments is explored. Cultural learning environments (CLEs) such as museums and public galleries extend the scope of play-based learning beyond formalised spaces of schools and bring into relief, the predominance of design while incepting platforms, ateliers, and activities to initiate learning through play.
Language: English
Published: Edinburgh, Scotland, 2021
Doctoral Dissertation
The Power of Play: A Case Study on How Play-Based Learning Can Affect the Oral Language and the Social and Emotional Development of Students in the Kindergarten Classroom
Available from: ProQuest Dissertations and Theses
See More
Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.
Language: English
Published: Springfield, Missouri, 2022
Book
The Complete Guide to Godly Play: How to Lead Godly Play Lessons
See More
Language: English
Published: Denver, Colorado: Living the Good News, 2002
Volume: 1 of 3
Book
The Complete Guide to Godly Play: Practical Helps from Godly Play Trainers
See More
Language: English
Published: Denver, Colorado: Living the Good News, 2006
Volume: 5
Article
A Play About Writing a Play
Publication: NAMTA Quarterly, vol. 6, no. 1
Date: 1980
Pages: 16-23
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
Archival Material Or Collection
Box 18, Folder 22 - Plays, ca. 1925-1931 - "The Gifts: A Nativity Play for Children" (transcribed copies)
Available from: Seattle University
Date: ca. 1925-1931
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
See More
Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
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
See More
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
The role of play in preschool Montessori classrooms
See More
Language: English
Published: Anchorage, Alaska, 2009
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