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ERIC Number: ED405099
Record Type: Non-Journal
Publication Date: 1996
Pages: 10
Abstractor: N/A
Reference Count: N/A
Play in Early Childhood Development and Education: Issues and Questions.
McLane, Joan B.; And Others
This pilot study examined attitudes toward play and how play is facilitated among early childhood teachers, administrators, and college educators. Classroom observations, interviews, and questionnaires were used to identify attitudes toward the value and relevance of play for early childhood development and education, respondents' knowledge base on play theory and research, prevailing views on the relationship between play and cognitive and literacy development, the way play is incorporated into programs for young children, and the relationship between socioeconomic status, culture, education, and ethnicity with attitudes toward play. Initial findings indicated that almost all the respondents valued play for young children but differed in their definitions of play, its developmental and educational consequences, whether play was considered an essential preschool educational component, and what the teachers' role should be in children's play. Teachers' attitudes toward play seemed to stem from their professional training, their work with children, and their own childhood experiences, which reflected their own ethnic and cultural group membership. There appeared to be gaps between current research and academic thinking about play and current practice in the field, especially with respect to the relationship between play and the development of symbolic, abstract thinking and literacy. Overall, findings suggested that early childhood professionals held a range of perspectives on play reflecting differences in knowledge, values, beliefs, and practices, which were rooted in differences in personal, cultural, and educational experiences. (KDFB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A