Literaturnachweis - Detailanzeige
| Autor/inn/en | Kagan, Sharon Lynn; Scott-Little, Catherine; Frelow, Victoria Stebbins |
|---|---|
| Titel | Linking Play to Early Learning and Development Guidelines: Possibility or Polemic? |
| Quelle | In: Zero to Three (J), 30 (2009) 1, S.18-25 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0736-8038 |
| Schlagwörter | Infants; Toddlers; Play; Early Childhood Education; Child Development; Guidelines; Informal Assessment |
| Abstract | Early learning and development guidelines have often been regarded as a deterrent to an emphasis on play within early learning settings for infants and toddlers. In examining the context for, and the evolution of, early learning guidelines, the article delineates the need to scrutinize and help reverse this mindset. To that end, the authors consider the possible roles that early learning guidelines might play in advancing the "play" agenda, as well as in advancing services to young children and their families. Contrary to speculation that the advent of early learning guidelines might minimize the role of play in infant-toddler programs, the authors point out the benefits of using play intentionally to support children's development of the knowledge and skills articulated in early learning guidelines, and advocate the use of informal assessments to guide a play-based approach to using early learning guidelines. Building on the authors' research and experience, concrete recommendations regarding how this might be achieved are provided. (As Provided). |
| Anmerkungen | Zero to Three. 2000 M Street NW Suite 200, Washington, DC 20036-3307. Tel: 800-899-4301; Fax: 703-661-1501; e-mail: 0to3@presswarehouse.com; Web site: http://zerotothree.org/site/PageServer?pagename=ter_journalsingle |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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