Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education.
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| Title: | Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education. |
|---|---|
| Authors: | Fyffe, Lisa1 (AUTHOR) Lisa.Fyffe@colostate.edu, Sample, Pat L.1 (AUTHOR), Lewis, Angela2 (AUTHOR), Rattenborg, Karen3 (AUTHOR), Bundy, Anita C.1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Jan2024, Vol. 52 Issue 1, p167-179. 13p. |
| Subject Terms: | *Readiness for school, *Early childhood education, *Play-based learning, *Kindergarten teachers, *Kindergarten, *Kindergarten children |
| Abstract: | Cross-case study research was used to explore the school readiness of four 5-year-old children entering kindergarten during the 2020–2021 school year after three or more years of play-based early childhood education at a Reggio Emilia-inspired early childhood education center. Data included a series of three 1-h individual interviews with four mothers and three kindergarten teachers, field visits during remote learning, and artifact collection over the course of the school year. Themes describing the children's school readiness were developed through cross-case analysis. Participants described the children as learners, explorers, communicators, and empathizers. The learner theme centers on the children's responsiveness to instruction; the explorer theme describes how the children approached learning; the communicator theme illustrates the children's prowess with social connection and self-advocacy, and the empathizer theme shows the thoughtfulness and emotional sensitivity these children displayed. Findings suggest that play-based learning prepared these children for successful kindergarten experiences and was a viable early childhood education pedagogy fostering school readiness. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174877282 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fyffe%2C+Lisa%22">Fyffe, Lisa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Lisa.Fyffe@colostate.edu</i><br /><searchLink fieldCode="AR" term="%22Sample%2C+Pat+L%2E%22">Sample, Pat L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lewis%2C+Angela%22">Lewis, Angela</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rattenborg%2C+Karen%22">Rattenborg, Karen</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bundy%2C+Anita+C%2E%22">Bundy, Anita C.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jan2024, Vol. 52 Issue 1, p167-179. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Play-based+learning%22">Play-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+teachers%22">Kindergarten teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Cross-case study research was used to explore the school readiness of four 5-year-old children entering kindergarten during the 2020–2021 school year after three or more years of play-based early childhood education at a Reggio Emilia-inspired early childhood education center. Data included a series of three 1-h individual interviews with four mothers and three kindergarten teachers, field visits during remote learning, and artifact collection over the course of the school year. Themes describing the children's school readiness were developed through cross-case analysis. Participants described the children as learners, explorers, communicators, and empathizers. The learner theme centers on the children's responsiveness to instruction; the explorer theme describes how the children approached learning; the communicator theme illustrates the children's prowess with social connection and self-advocacy, and the empathizer theme shows the thoughtfulness and emotional sensitivity these children displayed. Findings suggest that play-based learning prepared these children for successful kindergarten experiences and was a viable early childhood education pedagogy fostering school readiness. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174877282 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-022-01428-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 167 Subjects: – SubjectFull: Readiness for school Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Play-based learning Type: general – SubjectFull: Kindergarten teachers Type: general – SubjectFull: Kindergarten Type: general – SubjectFull: Kindergarten children Type: general Titles: – TitleFull: Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fyffe, Lisa – PersonEntity: Name: NameFull: Sample, Pat L. – PersonEntity: Name: NameFull: Lewis, Angela – PersonEntity: Name: NameFull: Rattenborg, Karen – PersonEntity: Name: NameFull: Bundy, Anita C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 52 – Type: issue Value: 1 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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