Relevant bibliographies by topics / Play and preschool curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Play and preschool curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Play and preschool curriculum"

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Hanline, Mary Frances. "Developing a Preschool Play-based Curriculum." International Journal of Disability, Development and Education 46, no. 3 (1999): 289–305. http://dx.doi.org/10.1080/103491299100515.

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Tsai, Chia-Yen. "How Taiwanese Preschool Educators View Play and Apply It in Their Teaching." International Education Studies 10, no. 4 (2017): 152. http://dx.doi.org/10.5539/ies.v10n4p152.

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In this research I investigated the views preschool educators in Taiwan on play and the role of play in the curriculum. Adopting a qualitative methodology, I conducted semi-structured interviews with 11 educators at preschools affiliated with elementary schools. The results indicate that preschool educators generally agree that, in addition to being a source of happiness for children, play also promotes learning and development. Thus play is seen as a meaningful learning activity which has a unique and valuable role in the preschool curriculum. However, the findings also indicate that particip
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Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.

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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers se
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Turk, Kristina, and Martha Lash. "Parents’ Beliefs on Play in Preschool." Journal of Family Diversity in Education 2, no. 3 (2017): 41–70. http://dx.doi.org/10.53956/jfde.2017.94.

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Parents’ beliefs and attitudes about early childhood play-based curriculum are influenced by personal history, socio-economic demographics, and culture. This qualitative study utilized narrative inquiry to delve into six parents’ beliefs on play in preschool. Their beliefs about their children’s participation in a play-based preschool and how their children’s various needs were met inform the family-school partnership. Methods included narrative inquiry, observation, and documentation review. Data sources were analyzed to ascertain commonalities, differences, and emerging themes in parents’ vi
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Visković, Ivana, and Jelena Topić. "Traditional play and contemporary curriculum." Školski vjesnik 69, no. 1 (2020): 69–87. http://dx.doi.org/10.38003/sv.69.1.8.

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Changes in social interactions in contemporary society limit the transmission of the traditional play as a significant segment of cultural intangible heritage. It is assumed that the introduction of the traditional play in the institutional Early Childhood Education and Care (ECEC) would contribute to its preservation.The opinions of teachers and parents of children of early and preschool age on the importance and purposefulness of the application of traditional play in the educational process were examined.The importance of traditional play was assessed more significantly by participants of o
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Vidal Carulla, Carulla C., and К. Adbo. "Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention." Cultural-Historical Psychology 15, no. 4 (2019): 35–43. http://dx.doi.org/10.17759/chp.2019150404.

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This study has been performed in Sweden, where the preschool curriculum states that children’s understanding of simple chemical processes is a goal to strive towards [13]. However, uncertainty within the current preschool practice exists and has been described by B. Sundberg et al. [20]. Motivated by the lack of scientific literature on what chemistry content is suitable for preschool children and how to introduce it, this study aims to tackle how abstract concepts like “atoms” and “molecules” can be introduced to preschool children. With this purpose, a play-based learning intervention was de
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Dillon, Moira R., Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, and Esther Duflo. "Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics." Science 357, no. 6346 (2017): 47–55. http://dx.doi.org/10.1126/science.aal4724.

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Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children’s spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on
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Popović, Ana, Irella Bogut, Željka Crnojević, and Željko Popović. "Children’s Play The Ecological Story in Function of Ecological Education of Preschool Children." Pannoniana 3, no. 1-2 (2019): 146–72. http://dx.doi.org/10.2478/pannonia-2019-0009.

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Abstract Today, the importance of ecological education is often highlighted, although the current National Curriculum for Early and Preschool Education doesn’t even mention it. Although ecological education is not mentioned in this baseline document, various activities in this direction are often carried out in our kindergartens. An example of this is the play The Ecological Story by the author Sanja Seferović-Bosak from her collection of plays Maštarije: Igrokazi za djecu od 3 do 13 godina (eng. Pipe Dreams: Plays for Children of 3-13 years). This paper describes the preparation and performan
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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.

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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school admi
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Khavugwi Lilian, Ganira, Odundo Amollo Paul, Gatumu Jane C, and Muasya Juliet Njeri. "Relevance of Social Studies Curriculum Content for Enhancing Responsibility among Preschool Children in Nairobi County, Kenya." Journal of Education and Training 5, no. 2 (2018): 205. http://dx.doi.org/10.5296/jet.v5i2.13613.

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Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and
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Dissertations / Theses on the topic "Play and preschool curriculum"

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Ping, April Lee Seow. "A 'new' preschool curriculum that puts play on top : déjà vu or second chance?" Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2402/.

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This thesis examines explanatory theories of play and an empirical study of preschoolers' play. It aims to provide an understanding of the educational purpose, value and extent of play in children’s lives. Understanding the interrelationship between play, development and learning, the writer hopes to be better equipped to facilitate and organize a meaningful play environment during the preschool years of young children to guide them into realising their potential of becoming confident and communicative beings; never mind the neat handwriting or colouring that preschool education focuses so muc
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Lee, April Seow-Ping. "A 'new' preschool curriculum that puts play on top : déjà vu or second chance?" Thesis, Durham University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411448.

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Lindskoug, Atle, and Anastasia Niemi. "Free from what? Limitations on Free Play." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29232.

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Syftet med denna studie är att undersöka hur den fria leken på svenska förskolor är begränsad för att gå i linje med förskolans uppdrag som det är presenterat i läroplanen. För att uppnå detta har vi intervjuat sju förskollärare på två svenska förskolor angående deras syn på den fria leken och hur den är begränsad. Det insamlade materialet är sedan analyserat med hjälp av Michel Foucaults teorier samt Jennifer M. Gores mikro-praktiker om makt för att synliggöra hur den fria leken är begränsad och varför. De tre centrala teman som presenteras i läroplanen är: säkerhet och välmående; grundläggan
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Kristensen, Johanna, and Malin Ålund. "Leken i förskolans läroplan : Förskollärares tolkningar av leken i förskolans läroplan." Thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33095.

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Syftet med denna studie var att få syn på hur förskollärare tolkar leken, som leken står formulerad i förskolans läroplan. För att få syn på dessa tolkningar har vi intervjuat sju förskollärare genom semistrukturerade intervjuer där vi har fokuserat på de formuleringar i läroplanen som nämner leken. Vi har frågat hur förskollärarna tolkar läroplanens formuleringar om lek. Detta för att få syn på flera olika tolkningar, gällande leken. Studien har genomförts med en hermeneutisk ansats, från genomförande till analys. Vi valde att göra studien ur ett läroplansteoretiskt perspektiv, där vi använde
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Hardin, Amber Linn. "'Play' is a four letter activity: Comparison of a child-centered versus an academically structured preschool curriculum and environment." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10633.

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Early child education classrooms are beginning to see a trend in the way play is viewed and utilized in the daily structure of classroom environments and curriculums. A high emphasis on the accountability of how a curriculum is delivered and how students are learning continues to develop more structured environments. Kindergartens and pre-kindergarten classrooms are beginning to feel the pressures of accountability in the way they are teaching children the basic skills and subjects needed for later success in school. The purpose of this study is to compare an academically structured pre-kinder
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Jönsson, Hanna, and Laurine Sölvegård. "Utevistelsen - tradition eller pedagogisk tillgång? : Förskolepedagogers arbetssätt under utevistelsen." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48434.

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Denna studie undersöker de pedagogiska tankar och uppfattningar som förskolepedagoger har gällande utevistelsen i förskolan. Studien omfattar tre parintervjuer och en gruppintervju med förskolepedagoger från fyra olika förskolor. Resultatet har visat att utevistelsen i förskolan inte planeras i samma utsträckning som inomhusvistelsen. Läroplanen i förskolan är tolkningsbar och när det gäller utevistelsen lämnas väldigt mycket till förskolepedagogernas egna tolkningar om hur de vill och ska arbeta med läroplanen när de befinner sig ute på förskolegården. Resultatet visar även att fri lek domine
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Wu, Shu-chen, and 吳淑真. "Play and learning in Hong Kong and German kindergartens." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41897018.

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Long, Carol Ann. "A Case Study of Jamaican Children's Lived Play Experiences." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4913.

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Although research on children's play is abundant and considerable advances have been made in young children's play, the majority of these studies have been based in western developed countries and written from adults' perspectives rather than with children. Additionally, very little research has been done on children's play with active participants from smaller developing countries. The voices of society's youngest members have been lost or are only marginally represented. The purpose of this qualitative research is to explore, understand, and describe young Jamaican children's lived play expe
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Lodin, Helena. "Finns leken med i läroplanen för förskolan? : En jämförande studie mellan Sveriges och Finlands styrdokument." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13197.

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Sverige och Finland är två länder som ofta jämförs. Så även inom utbildning då media framställer finska barn som framgångsrika. Förutom hög status inom lärarprofessionen i Finland bekräftas framstegen i PISAs undersökningar där finska skolungdomar presterar höga resultat. För de små barnen går största delen av dagen ut på att leka och undersöka deras närmiljö. Genom leken skaffar sig barnet värdefulla färdigheter som gagnar barnet i det livslånga lärandet. Under förskolevistelsen erbjuds barnen en pedagogisk verksamhet utifrån styrdokument. I denna uppsats jämförs Sveriges och Finlands läropla
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Granlund, Cecilia. "Förskollärares förhållningssätt till den organiserade rörelselekens betydelse för barns kommunikativa lärande." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3734.

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<p>Syftet med denna studie att undersöka yrkesverksamma förskollärares förhållningssätt till den organiserade rörelselekens betydelse för barns kommunikativa lärande. Bakgrunden ger läsaren en litteraturgenomgång kring barns kommunikativa lärande och den organiseraderörelseleken i förskolan samt samband mellan dessa två faktorer. Dessa faktorer framhållsäven utifrånett mångkulturellt perspektiv och utifrån Lev Vygotskijs pedagogiska teori. Datainsamlingsmetoden som använts för att samla in relevant data utifrån undersökningenssyfte, är genom halvstrukturerade intervjuer med utgångspunkt i en k
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Books on the topic "Play and preschool curriculum"

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1930-, Scales Barbara, Nourot Patricia Monighan, and Scales Barbara, eds. Play at the center of the curriculum. 5th ed. Pearson, 2011.

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Denita, Dinger, ed. Let them play: An early learning (un)curriculum. Redleaf Press, 2012.

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Dolinar, Kathleen J. Learning through play: Curriculum and activities for the inclusive classroom. Delmar, 1994.

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Denita, Dinger, ed. Let's play: (un)curriculum early learning adventures. Redleaf Press, 2014.

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Gillis, Judith. Play of first nations children in Ontario. s.n.], 1991.

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Wessel, Janet A. Smart start: Preschool movement curriculum designed for children of all abilities : a complete program of motor and play skills for all children ages 3 through 5, including those with special developmental and learning needs. Pro-Ed, 1995.

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Madelaine, Lockwood, ed. Learning through play: A work-based approach for the early years. Continuum International Pub. Group, 2008.

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1944-, Crowther Ingrid, ed. Creating effective learning environments. Delmar Learning, 2004.

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Dunford, Jill. Teach me mommy: A preschool learning guide. Writer's Digest Books, 1985.

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Wolvovsky, Batya R. Plan to product: A fully integrated Judaic and general preschool curriculum with goals, activities, projects, and lesson plans. Brilliant Publications, 2006.

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Book chapters on the topic "Play and preschool curriculum"

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Sim, Susan LeAnne. "The Playful Curriculum: Making Sense of Purposeful Play in the Twenty-First-Century Preschool Classroom." In Motivation, Leadership and Curriculum Design. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_18.

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Ferholt, Beth, Monica Nilsson, and Robert Lecusay. "Preschool teachers being alongside young children." In Rethinking Play As Pedagogy. Routledge, 2019. http://dx.doi.org/10.4324/9780429454042-2.

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Dezuanni, Michael, and Jason Zagami. "Curating the Curriculum with Digital Games." In Serious Play. Routledge, 2017. http://dx.doi.org/10.4324/9781315537658-7.

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Ritvo, Ariella Riva, Fred R. Volkmar, Karen M. Lionello-Denolf, et al. "Revised Knox Preschool Play Scale (PPS)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_604.

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Warren, Zachary, and Elizabeth Dohrmann. "Revised Knox Preschool Play Scale (RKPPS)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_604-3.

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Kelly-Vance, Lisa, and Brigette O. Ryalls. "Play-Based Approaches to Preschool Assessment." In Psychoeducational Assessment of Preschool Children. Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-7.

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Warren, Zachary, and Elizabeth Howell Dohrmann. "Revised Knox Preschool Play Scale (RKPPS)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_604.

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McKnight, Douglas. "Learning the Play of Language." In Complexifying Curriculum Studies. Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-14.

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Brock, Avril. "Curriculum and pedagogy of play." In Perspectives on Play. Routledge, 2018. http://dx.doi.org/10.4324/9781351258128-3.

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Mourão, Sandie. "Play and Peer Interaction in a Low-Exposure Foreign Language-Learning Programme." In Preschool Bilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_11.

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Conference papers on the topic "Play and preschool curriculum"

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Šmelová, Eva, and Alena Berčíková. "PLAY IN THE WORK OF KINDERGARTEN TEACHERS IN THE CONTEXT OF THE PRESCHOOL CURRICULUM." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0928.

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Canfield, Stephen L., Lindsay Smith, and Andrew Bryant. "Providing Real-World Mechanism Design Experience Through the Early Intervention and Mechanical Engineering (EIME) Project." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-29019.

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The Early Intervention and Mechanical Engineering (EIME) project provides real-world engineering design experience to undergraduate engineering students while significantly enhancing the services provided to children with special needs in the region surrounding Tennessee Technological University (Upper Cumberland region). These enhanced services are provided through a mutually beneficial collaboration between early intervention and engineering at Tennessee Tech. Engineering students engage in this project as part of a Design of Machinery Course. Student teams are matched with children with nee
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Halpert, Ben. "Preschool information assurance curriculum development." In 2010 Information Security Curriculum Development Conference. ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940948.

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Carrachás, Natércia, Filipa Seabra, and Marta Abelha. "PERSPECTIVES ON PRESCHOOL CURRICULUM IN PORTUGAL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0195.

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Hornáčková, Vladimíra. "Drama Play A Creative Method In Preschool Education." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.53.

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Hornáčková, Vladimíra. "Challenges To Preschool Age Children´S Free Play." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.62.

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Hope Currin, Flannery, Kyle Diederich, Kaitlyn Blasi, et al. "Supporting Shy Preschool Children in Joining Social Play." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3460729.

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Negru, Emilia-Gheorghin. "Gender Education Addressed to Preschool Curriculum System." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.57.

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Mukhina, T. A., and S. Y. Shalova. "Preschool children play as the tool of selfregulation developmment." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.907.917.

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The article touches upon the issue of self-regulation development in preschool children. Play is one of the effective means in development of children’s selfregulatory skills. The aim of the study is to determinate playing conditions conducive to the development of self-regulation in preschoolers. The problem analysis method was used, as well as the modeling method during the study. We have analyzed the scientific works of native and foreign researchers on the issues of children’s play (A. Ivrendi, D. B Elkonin, E. Danniels, etc.) and mental states and self-regulation (V. N. Myasishchev, N. D.
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Mihaela, Paisi Lazarescu. "The Relationship Between Play And Learning At Preschool Age." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.177.

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Reports on the topic "Play and preschool curriculum"

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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is esp
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar educati
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