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Full-Text Articles in Psychology
Community Adventure Play Experience (Cape) Toolkit, Sarah Lawrence College Child Development Institute
Community Adventure Play Experience (Cape) Toolkit, Sarah Lawrence College Child Development Institute
CAPE Toolkit
No abstract provided.
Play’S The Thing: Community Adventure Play Experiences, Kim T. Ferguson, Barbara Schecter, Emily Feltham, Andrea Davis
Play’S The Thing: Community Adventure Play Experiences, Kim T. Ferguson, Barbara Schecter, Emily Feltham, Andrea Davis
Child Development Institute Research and Resources
The authors conducted a participatory action community-based research project that included the development, implementation and evaluation of 36 Community Adventure Play Experiences (CAPEs) in a variety of communities in the United States and abroad. In CAPEs, the emphasis is on free play created by children using “loose parts” that are readily available in their communities such as cardboard boxes, tires, fabric, recyclables, sand, wood, and water. During these play experiences children use their imaginations, and take the initiative to collaborate and problem-solve with found materials. Play facilitators ensure a safe physical and emotional space and assist children in their play …
Nurturing The Remarkable Powers Of Children, William Crain
Nurturing The Remarkable Powers Of Children, William Crain
Child Development Institute Research and Resources
No abstract provided.
Educational Standards In A Democratic Society: Questioning Process And Consequences, Harriet K. Cuffaro
Educational Standards In A Democratic Society: Questioning Process And Consequences, Harriet K. Cuffaro
Child Development Institute Research and Resources
No abstract provided.
The Classroom As Community: Ideas From An Early Childhood Teacher, Jeannette G. Stone
The Classroom As Community: Ideas From An Early Childhood Teacher, Jeannette G. Stone
Child Development Institute Research and Resources
I have based my views on my l953-97 experiences as a preschool teacher, administrator, and consultant—in cooperative preschools, Head Start programs, a college lab school, and child day care centers, including special education classrooms. Children in these settings have come from diverse economic and ethnic homes and neighborhoods. Staff members in centers for severely disabled children, as well as those with extremely limited budgets, may feel that particular realities prevent their adoption of some practices described here—such as class trips or purchase of quality materials, which can be expensive. I know how some teachers have to modify their programs for …
From Play To Literacy: Implications For The Classroom, Sara Wilford
From Play To Literacy: Implications For The Classroom, Sara Wilford
Child Development Institute Research and Resources
There are many perspectives on the connections between play and literacy. Writers and speakers concerned with this topic include professional educators in the area of literacy development, early childhood education specialists, and child development experts. My own interest evolved initially from my years as a first and second grade public school teacher. Later, as director of the Sarah Lawrence Early Childhood Center I wrote a book for parents called What You Need To Know When Your Child Is Learning To Read (1999), a book that focuses on variations in timing and domain among children as they seek different entry points …
The Meanings Of Play In The Developmental-Interaction Tradition, Margery B. Franklin
The Meanings Of Play In The Developmental-Interaction Tradition, Margery B. Franklin
Child Development Institute Research and Resources
Children's play activities, particularly the development of dramatic scenarios, have been a central focus of developmental-interaction thinking over many decades. To understand the emphasis on play and the specific meanings accorded to it within this tradition, we must go back to the early part of the century and the progressive education movement. In this tradition, play was seen as a mode of learning, not only for preschoolers but for children in the elementary years (Johnson, 1928; Biber, 1984). Therefore, play activities assumed a central place m the preschool curriculum and were developed in relation to social studies in the early …
Guidelines For Observing Young Children In School, Margery B. Franklin
Guidelines For Observing Young Children In School, Margery B. Franklin
Child Development Institute Research and Resources
This brief guide is intended for students and teachers who are interested in learning the basics of observing children in their everyday surroundings. My review of works in the field led me to the conclusion that most books on the subject set out a list of requirements for “objective observation” that are daunting to all but the most devoted researcher and, in fact, can become a screen rather than a window between observer and observed. For this reason, I have attempted to provide a series of guidelines that should make the process of observation engaging rather than tedious, while yielding …