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

Dublin Core

Title

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

Description

MS Ed: Early Childhood/Special Education

Abstract

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.

Creator

Durkin, Jaclyn

Date Accepted

2013

Contributor

DeMoss, Karen
Gonzalez, Katia
Frumkin, Rhoda

Rights

U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.

Is Part Of

Wagner College Electronic Thesis Collection

Format

application/pdf

Extent

71 pages

Language

eng

Type

Text

Identifier

Ed_2013_Durkin_Childrens

Citation

Durkin, Jaclyn, “Children's descriptions of early childhood after-dinner learning experiences: constructive activities vs. passive activities,” Wagner College Digital Collections, accessed June 15, 2021, https://wagnercollections.omeka.net/items/show/15571.