Is Play Important? Guatemalan Kindergartners' Classroom Experiences and Their Parents' and Teachers' Perceptions of Learning Through Play
作者： Margaret H. Cooney
DOI: 10.1080/02568540409595040
关键词: Curriculum 、 Pedagogy 、 Professional development 、 Perception 、 Socioeconomic status 、 Observational study 、 Learning through play 、 Teaching method 、 Curriculum development 、 Psychology 、 Education 、 Developmental and Educational Psychology
摘要: Abstract Five-year-old children in two socioeconomic school settings were observed Guatemala City. Their parents and teachers surveyed about perceptions of learning through play. The difference between the actual classroom experience for Guatemalan kindergartners what should be their experience, according to teachers, is presented thematically this article. three themes are pedagogy environment, benefits play, image childhood. conclusion discusses reasons differences survey observational data settings, as well rich opportunities professional development leading curriculum change.
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