Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor
DOI:
https://doi.org/10.14738/assrj.84.9846Keywords:
early childhood; play; high stakes accountability.Abstract
Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability. There was a significant difference between administrators and early childhood educators concerning the purpose of play. Implications for early childhood curriculum and school district policy were determined.
References
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Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M.., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan 96(8), 8-13.
Xu Z. & Shi, Y. (2018) Application of constructivist theory in flipped classroom: Take college English teaching as a case study Theory and Practice in Language Studies 8(7), pp. 880-887, DOI: http://dx.doi.org/10.17507/tpls.0807.21
Bailey, B. (2011). Managing emotional mayhem: The five steps for self-regulation. Oviedo, FL: Loving Guidance, Inc.
Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA Open, 1(4), 1-31. DOI: 10.1177/2332858415616358
Bereiter, C. (1994). Constructivism, socioculturalism, and Popper's World 3. Educational Researcher, 23 (7), 21-23.
Brooks. J.G. and Brooks, M.G. (1993) In search of understanding: The case for constructivist classrooms. Alexandria, VA: American Society for Curriculum Development.
Brown, S., & Vaughan, C. (2010). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Penguin Group.
Chaille, C. (2008). Constructivism across the curriculum in early childhood classrooms: Big ideas as inspiration. Boston, MA: Pearson Education, Inc. (pp. 1-5).
Conyers, M., & Wilson, D. (2015) Smart moves: Powering up the brain with physical activity. Phi Delta Kappan 9(8), 38-42.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, D.C.: National Association for the Education of Young Children. (pp. 1-50).
Creswell, J. W. (2015). Research design: Quantitative, qualitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Elkind, D. A. (2007). The power of play: Learning what comes naturally. Philadelphia, PA: Perseus Books Group.
Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool. Ypsilanti, MI: HighScope Press. (pp. 13-21, 69-89, & 135-141).
Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning. Ypsilanti, MI: HighScope Press. (pp. 1-42).
Ethridge, E. A., & Branscomb, K. R. (2009). Learning through action: Parallel learning processes in children and adults. Teaching and Teacher Education, 25(3), 400-408. doi: 10.1016/j.tate.2008.09.004
Executive Office of the President. (2015). Every Student Succeeds Act: A progress report on elementary and secondaryeducation. retrieved fromhttps://www.whitehouse.gov/sites/whitehouse.gov/files/documents/ESSA_Progress_Report.pdf
Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. New York: McGraw-Hill.
Gagnon, S., Reichard, A. E., Kidder-Ashley, P., Griggs, M., Struby, J., & Bollinger, J. (2014). Help me play! Parental behaviors, child temperament, and preschool peer play. Journal of Child and Family Studies, 23(5), pp. 872-884. doi: 10.1007/s10826-013-9743-0
Gay, L.R. (1996). Educational research: Competencies for analysis and application. New Jersey: Prentice-Hall, Inc.
Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249-264.
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.
Lisko, S. A., & O’Dell, V. (2010). Integration of theory and practice: Experiential learning theory and nursing education. Nursing Education Perspectives, 31(2), 106-108.
Madsen, J., Schroder, P., & Irby, B. J. (2014). Educational reform and leadership. Delta Kappa Gamma Bulletin, 80(4), pp. 23-28.
Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. (3rd ed.). Los Angeles, CA: Sage.
Musfiroh, T. (2014). Teori dan konsep bermain. (Online), (http://repository.ut.ac.id/4699/1/PAUD4201-M1.pdf, diakses tanggal 30 January 2019).
Olusegun, S. (2015) Constructivism learning theory: A paradigm for teaching and learning Journal of Research & Method in Education 5(1), pp 66-70 DOI: 10.9790/7388-05616670
Piaget, J. (1929). The child's conception of the world. NY: Harcourt, Brace Jovanovich.
Rivera, M. (2009). The powerful effect of play in a child’s education. The Education Digest, 75(2), 50-52.
Tobin, J. (2013). The disappearance of the body in early childhood education. In L. Bresler (Ed.), Knowing bodies, moving minds: Towards embodied teaching and learning (pp. 111–126). New York, NY: Springer.
Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511-534. doi: 10.1080/00220272.2011.637182
Wainwright, N., Goodway, J., Whitehead, M., Williams, A., & Kirk, D. (2019): Playful pedagogy for deeper learning: exploring the implementation of the play-based foundation phase in Wales, Early Child Development and Care, DOI: 10.1080/03004430.2019.1653551 To link to this article: https://doi.org/10.1080/03004430.2019.1653551
Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M.., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan 96(8), 8-13.
Xu Z. & Shi, Y. (2018) Application of constructivist theory in flipped classroom: Take college English teaching as a case study Theory and Practice in Language Studies 8(7), pp. 880-887, DOI: http://dx.doi.org/10.17507/tpls.0807.21
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Published
2021-03-14
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White, P., Martin, B. N., & McDonald, B. (2021). Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor. Advances in Social Sciences Research Journal, 8(3), 176–187. https://doi.org/10.14738/assrj.84.9846
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