Kateri Thunder, J. Hattie, John T. Almarode, D. Fisher, N. Frey, Alisha Demchak
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引用次数: 1
Abstract
ABSTRACT This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses. We unpack these research findings and show the implications for practice. Across all 5 big ideas, the common factor is developing language. The quality of our interactions and conversational rounds and the intentionality of our language are pivotal, controllable factors that impact children’s learning and development. Therefore, we must enter children’s play with intentionality to talk with children and to create equitable and inclusive spaces for all children.
期刊介绍：
Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.
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