Pregled bibliografske jedinice broj: 971268
Understanding Child's Play in the Context of Kindergarten
Understanding Child's Play in the Context of Kindergarten // Conditions of Early Childhood Education Today: A Foundation for a Sustainable Future / Moravcova, Dana (ur.).
Prag: OMEP.cz, 2018. str. 46-46 (predavanje, međunarodna recenzija, sažetak, ostalo)
CROSBI ID: 971268 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Understanding Child's Play in the Context of Kindergarten
Autori
Visković, Ivana ; Sunko, Esmeralda ; Mendeš, Branimir
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo
Izvornik
Conditions of Early Childhood Education Today: A Foundation for a Sustainable Future
/ Moravcova, Dana - Prag : OMEP.cz, 2018, 46-46
Skup
70th OMEP World Assembly and Conference „Conditions of Early Childhood Education Today: A Foundation for a Sustainable Future''
Mjesto i datum
Prag, Češka Republika, 25.06.2018. - 29.06.2018
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
augmentative technology, outdoor play, personal paradigm of preschool teachers
Sažetak
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.
Izvorni jezik
Engleski
