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ERIC Number: EJ1103079
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0300-4430
Free Play in Early Childhood Education: A Phenomenological Study
Aras, Selda
Early Child Development and Care, v186 n7 p1173-1184 2016
It is aimed to investigate perceptions and implementations of early childhood teachers on free play and their involvement in children's free play. Recent studies focused on that, although there is an increase in the amount of teacher involvement, the quality of this involvement should be clearly examined. Lev Vygotsky examined play as an opportunity providing a context for socially assisted learning, a key role in abstract thinking, and a tool promoting development and learning. Teachers' involvement is considered as an important factor for the relationship between play and developmental outcomes. This phenomenological study used interview and observation. Results indicate that teachers respect the children's play. However, they get involved in when children have problems and need help. They use free playtime to complete their daily plans and take attendance.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey