ISBN: 9780791436165

While teachers value children's play, they often do not know how to guide that play to make it more educational. This volume reflects current research in the child development and early c… More...

While teachers value children's play, they often do not know how to guide that play to make it more educational. This volume reflects current research in the child development and early childhood education fields.Play has been part of early childhood programs since the initial kindergarten developed by Friedreich Froebel more than one hundred and fifty years ago. While research shows that most teachers value children’s play, they often do not know how to guide that play to make it more educational. Too often, in reflecting the value of child-initiated activities, teachers set the stage for children’s play, observe it, but hesitate to intervene in that play. They may fear that to intervene is to create a developmentally inappropriate set of educational practices. However, the lack of intervention may limit the educational outcomes of play. Meanwhile, a large body of research exists on different forms of children’s play in educational settings that could inform teachers of young children and help them to improve their practice and support more educational play. Saracho and Spodek bring together much of that research in an accessible volume for early childhood teachers and teacher educators. Trade Books>Trade Paperback>Education>Education>Curriculum, State University of New York Press Core >1<

ISBN: 9780791436165

Play has been part of early childhood programs since the initial kindergarten developed by Friedreich Froebel more than one hundred and fifty years ago. While research shows that most tea… More...

Play has been part of early childhood programs since the initial kindergarten developed by Friedreich Froebel more than one hundred and fifty years ago. While research shows that most teachers value children''s play, they often do not know how to guide that play to make it more educational. Too often, in reflecting the value of child-initiated activities, teachers set the stage for children''s play, observe it, but hesitate to intervene in that play. They may fear that to intervene is to create a developmentally inappropriate set of educational practices. However, the lack of intervention may limit the educational outcomes of play. Meanwhile, a large body of research exists on different forms of children''s play in educational settings that could inform teachers of young children and help them to improve their practice and support more educational play. Saracho and Spodek bring together much of that research in an accessible volume for early childhood teachers and teacher educators. Books List_Books, [PU: State University of New York Press]<

1998, ISBN: 9780791436165

State University of New York Press, Taschenbuch, Auflage: Illustrated, 340 Seiten, Publiziert: 1998-01-15T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: Illustrations, 1.02 kg, Unterrich… More...

State University of New York Press, Taschenbuch, Auflage: Illustrated, 340 Seiten, Publiziert: 1998-01-15T00:00:01Z, Produktgruppe: Buch, Hersteller-Nr.: Illustrations, 1.02 kg, Unterrichtsvorbereitung, Pädagogik, Fachbücher, Kategorien, Bücher, Grundschulbildung, Pädagogische Berufe, Nach Berufszweigen, Berufs- & Fachschulbücher, Schule & Lernen, Taschenbücher, Fremdsprachige Bücher, Englische Bücher, Format: Illustriert, Saracho, Olivia N. State University of New York Press, 1998<

1998, ISBN: 0791436160

Kartoniert / Broschiert EDUCATION / General, mit Schutzumschlag 11, [PU:SUNY Press]