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ERIC Number: ED429748
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Play-Based Programming: Advantages for Rural Early Childhood Special Education.
Pinson, Dena M.; Montgomery, Diane
This paper explores the research literature surrounding beliefs about children's play and the rationale for using play-based programming as part of early childhood special education practices. Discussions of recommended practices for educating or serving the needs of children typically refer to developmentally appropriate practice (DAP). DAP is defined, along with a discussion of its components. Two examples of play-based programming models are Linder's Transdisciplinary Play-Based Assessment/Intervention (TPBA/I) and McCord's Storybook Journey Curriculum (SJC). The TPBA/I model has six categories or levels of play. Identifying the primary category of a child's spontaneous play is important to determining the child's strengths and provides vital clues to use in planning interventions. Parent participation is systematically built in to the assessment and intervention process. SJC provides a structure for using children's literature to design play activities relative to the child's intervention and developmental needs. Twelve developmental implications of SJC are briefly explained. A particular advantage to play-based curricula is its use of existing materials within rural communities and homes. Adults who engage with a child in play demonstrate interactions with the child that can provide professionals with understandings about family expectations, beliefs, skills, and needs. Contains 24 references. (CDS)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A