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ERIC Number: EJ880238
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1559-5692
Can Classroom Play Ease the Transition to a New Culture? Applying Research on Young Children from Puerto Rico
Trawick-Smith, Jeffrey
Diaspora, Indigenous, and Minority Education, v4 n2 p92-102 2010
It is generally accepted in the fields of both education and psychology that play can help young children cope with troubling circumstances in their lives. It would be logical to assume that play activities may be ideal for assisting children whose families have immigrated to the United States in adjusting to the puzzling, and even frightening, experiences of a new classroom within an unfamiliar culture. However, the types of play encouraged in U.S. classrooms may not always match the needs of children from other cultures. This article proposes a way of observing and assessing children's play that can guide teachers in providing activities that have cultural meaning for all students. The results of a study conducted in Puerto Rico are used to illustrate the importance of adopting a more inclusive view of play in the classroom. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Puerto Rico; United States