How Play and Work Are Organized in a Kindergarten Classroom.
The study has a number of important implications for reflective teachers. First, it suggests that teachers should be taking a good look at what work-biased context cues and interaction strategies are evident in their classrooms, even in those where the stated philosophy is derived from Froebel and Dewey. Teachers are often not aware of the messages about cultural patterns their strategies give because of their own embeddedness in the pervading American culture. Second, the study points out some questionable strategies that communicate less valuing of play and inhibit the occurrence of the "play to work flow" recommended by Dewey. By noting what these inhibiting strategies are, teachers can determine what different strategies might be used if they wish to foster the play/work connections that enhance developmentally appropriate learning.
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|Article Type:||Book Review|
|Date:||Mar 22, 1995|
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