Early Childhood Play and Academics: What Are Parents' Perceptions?

Autor/inn/en	Swart, Katie; Houser, Katie
Titel	Early Childhood Play and Academics: What Are Parents' Perceptions?
Quelle	In: Dimensions of Early Childhood, 51 (2023) 2, S.28-32 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Early Childhood Education; Play; Academic Achievement; Parent Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Schulleistung; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Academics is not the sole component of school readiness; rather, it is a compilation of children's physical, social--emotional, language, and cognitive development (National Association for the Education of Young Children [NAEYC], 2009; National Education Goal Panels, 1997). The National Association for the Education of Young Children (NAEYC, 2009) has advocated the need for teachers to engage young children in developmentally appropriate activities. An increasing body of research from multiple sectors of the academic community on brain development are also provoking new thinking on issues around the role of executive function skills for school readiness, the importance of social and emotional development, and the role of play in the development of creativity and critical thinking (Yogman et al., 2018). With increasing integration of technology and interactive media in early childhood programs, intentional and developmentally appropriate quality care and practices are necessary to support young children's development across the early years and beyond. (ERIC).
Anmerkungen	Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: www.seca.info/dimensions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01