Children's descriptions of early childhood after-dinner learning experiences: constructive activities vs. passive activities

Children's descriptions of early childhood after-dinner learning experiences: constructive activities vs. passive activities

MS Ed: Early Childhood/Special Education

This study explored the differences in how children experienced active and passive play in the late evenings in a daycare environment. Children were observed in ten- to thirty-minute activities, then asked questions about the activities ranging from whether they enjoyed the activity, such as playing with blocks or watching the television, to how they felt when participating in the activity. The researcher learned that students enjoyed most of the activities provided, and they do feel that they learn from the specific activities. Analysis of the data shows that constructive activities do indeed provoke more language than the passive activities. Educators can use this information to improve their practice and help children, especially those from low socioeconomic backgrounds, maximize their learning.

Durkin, Jaclyn

2013

DeMoss, Karen

Gonzalez, Katia

Frumkin, Rhoda

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Wagner College Electronic Thesis Collection

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71 pages

eng

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