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dc.contributor.authorSmith, Shelley.en_US
dc.date.accessioned2009-06-04T14:09:11Z
dc.date.available2009-06-04T14:09:11Z
dc.date.issued2006-06-04T14:09:11Z
dc.identifier.urihttp://hdl.handle.net/10464/1516
dc.description.abstractThis qualitative study focuses on the role of play in primary education, and was designed to determine and understand the perceptions of play among primary educators who are teachers in kindergarten and grade one classrooms. In attempting to understand how primary educators use play in their classrooms, the following findings emerged. Educators struggle in primary grades to support play in the classroom because of a lack of a clear understanding of what play is. Further, teachers face several oppositions to using play in the classroom. Much of the opposition arises from a concern for classroom management as well as negative parental views towards play. Additionally, the teachers from this study feel that there is limited support available for them to implement a curriculum that includes play. Despite support from academic research, indicating that children, particularly in the primary grades, benefit greatly from play, the place for play in the curriculum is not secure. In this study, strategies that would assist and support primary educators in using play in their classrooms are suggested.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectPlay.en_US
dc.subjectActivity programs in education.en_US
dc.subjectKindergarten teachers.en_US
dc.subjectKindergartenen_US
dc.subjectPrimary school teachers.en_US
dc.subjectFirst grade (Education)en_US
dc.subjectEducation, Primaryen_US
dc.titleThe perceptions of play among educators in kindergarten and grade one classrooms /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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