Opinions of educators and future educators about the design, the implementation and the evaluating of the teaching of play in preschool environments (Master thesis)
Play is an important activity that can be widely used, without being limited in the context of formal teaching (Brock, Dodds, Jarvis & Olusoga, 2016, p. 40). Play as a teaching tool has generally distracted the educational community, because it provides unique opportunities of learning, development, socialization and imaginative capabilities (Ridgway & Quinones, 2012, p. 46; Diachenko, 2011; McInnes, Howard, Miles & Crowley, 2009; Samuelsson & Carlsson, 2008; Tzuo, 2007, as cited in Wood, 2014; Fung & Cheng, 2011; Wallerstedt & Pramling, 2011, as cited in Sakellariou & Rentzou, 2012, p. 2; Bodrova & Leong, 2003a, 2003b, as cited in Hyvonen, 2011, p. 66; Pantazis, 1997, p. 32). The aim of the present study was to investigate and compare the views of kindergarten teachers and future kindergarten teachers about a) the design, the implementation and the evaluation of the teaching of play in preschool learning environments and b) the importance of play in the educational process. In the study participated sixty-four students of the fourth year of the Department of Preschool Education of University of Ioannina and thirty-six preschoolers of the Prefecture of Ioannina. The sample was selected randomly. For the accomplishment of this study was primarily used the questionnaire that contained open-ended and close-ended questions. Furthermore, were exploited two important rating scales of the quality of early childhood environments, ACEI and ECERS-R, and a tool that emerged from the international literature. The analysis of the results became with the use of the statistical software IBM SPSS Statistics 20. The findings showed that teachers provide children with great autonomy to plan their own play activities, they evaluate pedagogically the play-objects that exist in school and they believe that play is a key factor for the learning and the development of children. Finally, the study showed that pedagogical work in kindergarten is not more important than play and that toddlers prefer to play with toys which respond to their sex.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών της Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών|
|Subject classification:||Παιχνίδια -- Εκπαίδευση|
|Keywords:||Παιχνίδι,Εκπαιδευτικοί,Μελλοντικοί εκπαιδευτικοί,Προσχολικά περιβάλλοντα μάθησης,Σχεδιασμός,Εφαρμογή,Αξιολόγηση,Διδακτική του παιχνιδιού,Play,Εducators,Future educators,Preschool learning environments,Design,Implementation,Evaluation,Teaching of play|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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