engleski

Understanding Child's Play in the Context of Kindergarten

The personal paradigm of preschool teachers is significant in understanding child's play. Thus, the multidisciplinary play phenomenon has been considered by the preschool teachers in the social context of a kindergarten. A Questionnaire MODI (α = .78) was constructed for this purpose. Behavior and views were assessed through the factors of independence, collaboration, and environment conditions. Preliminary research findings suggest that most respondents are reluctant to introducing ICT into the educational process (M=2.25 ; SD=1.02) and work with children with disabilities (M=2.03 ; SD=1.33). There was a slight positive correlation between the respondents length of service and the view that CWD should be taught about how to play (r= .35 ; p≤ .05). The length of service is slightly negatively correlated with the view that natural materials encourage creative play in children more than the didactic toys do (r= - .29 ; p≤ .05) and the assessment of the purposefulness of daily play in nature (r= -.21 ; p≤ .05). By using a one-way ANOVA, the difference between the assessments of purposefulness of daily play in nature with regard to the respondents level of education was determined (F=3.47 ; p≤ .05). Post hoc analysis points to the difference between the assessments of preschool teachers with a lower level of education and those with a higher level of education. Findings suggest that preschool teachers need additional education on child's play and possibilities of augmentative technology.

augmentative technology, outdoor play, personal paradigm of preschool teachers

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