Course details and annotated bibliography list.

From: Sara Mar 21, 2015 10:42 PM

Please check the Expert’s comment:-=================Please provide the course details and the list of the peer-reviewed journal articles along with some book names that you have used during the classes. The paper can be done but it requires the use of journals and articles that are peer reviewed. thanks======================Please use only articles with the last five years from the annotated bibliography list.

SPECILIZATIONS:  EARLY CHILDHOOD EDUCATION

Week 10 Assignment: Written Examination Format
Activity Description

Required Examination Format:

Use APA format when responding to each question. Each Comprehensive written exam answer should be formatted as follows:

1. Cover page or Title page.

2. Write the QUESTION number, centered, the actual question single spaced and in italics, left justified, and located 4 spaces below.

3. On the next page begin the response, double-spaced and with the first line indented 5 spaces. Each response (excluding references) should be within the ten to fifteen page range (no more no less). Please note that if the minimum page requirement of 10 full pages is not met for each question, the question will not be graded and there is no requirement to provide you with feedback.

4. Provide a separate reference page for the answer. Individual References should be single spaced and double spaced between references using the hanging indent.

5. Follow the sequence outlined in 2-5 for each essay question and response.

Learning Outcomes

1.0   Compose a theoretically sound and conceptually rich essay that demonstrates knowledge of the fundamental subject areas of the student’s academic discipline and specialization.

2.0   Critique existing research and design a methodologically sound approach to research in the student’s academic specialization(s).

3.0   Apply relevant theory and research from the student’s specialization coursework to real life situations to solve specific problems and discuss implications.

4.0   Integrate knowledge of ethical practices with principles of professional practice as they apply to specific scenarios within the student’s academic discipline and specialization.

 

 

 

Northcentral University

Comprehensive Exam

CMP9500E

 

Question 1: Theory

 

Question 1 is designed to help you demonstrate your ability to present specialization knowledge through integration and synthesis of relevant theory and conceptual principles. You are expected to demonstrate comprehension and critical thinking using the body of knowledge attained in the fundamental and specialization coursework you have taken.

 

Using a minimum of five peer-reviewed articles from your specialization (for instance Education Leadership, Organizational Leadership, eLearning, Curriculum and Teaching, etc.), compare and contrast at least three theories applicable to your specialization.

 

Using one of the theories discussed above, select five additional peer-reviewed sources and explain how the theory adds or may add to the understanding of your specialization.  You should also include a discussion of any controversy or unanswered questions related to the theory.

 

Learning Outcomes:

1. Compose a theoretically sound and conceptually rich essay demonstrating your knowledge of fundamental subject areas in your academic discipline and specialization.

 

Question 2: Practical Application

 

For question 2, you are required to discuss the application of relevant theory and research to real life situations, considering social, cultural, and ethical issues as appropriate. You are expected to compose responses solving specific problems and discuss implications of your ideas for application with a broad range of issues in the field.

 

Referencing at least five peer-reviewed journal articles, respond to the following questions:

 

How can a theory guide or inform practice?

 

What are the issues involved in translating theory into practice?

 

Identify at least an additional five peer-reviewed articles (published in the last 5 years) and address how one of the theories you discussed in question 1 has actually been applied. Consider, for example:

 

Are the applications premised upon an accurate understanding of the theory and its scope?

 

Do the applications “go beyond” what the theory claims?

 

Is the reasoning linking application and theory sound?

 

Learning Outcomes:

3. Apply relevant theory and research from the specialization coursework to real life situations to solve specific problems and discusses implications.

 

Question 3: Research

 

For question 3, you will need to demonstrate the ability to employ research methods used within your specialization. You are expected to critique research methodologies used by scholar-practitioners and compose responses identifying best practices in educational research.

 

Select five empirical articles from peer-reviewed journals you consider critical to your understanding of your specialization and:

 

1. Describe each study, including:

 

• The research problem, questions, or hypotheses
• The research purpose
• The type of design and elements of the design (e.g., sample, data analysis, operationalization of constructs)
• Threats to validity and if and how addressed
• The findings and implications
• Note if the article makes a compelling case for the meaning and significance of the findings

 

2. Select one of the five articles above. Using the article, assess how you might conduct the research study differently. Address:

 

• The research questions
• The research purpose
• Type of design and elements of the design (e.g., sample, the type of data you need to collect and how you will collect it, data analysis)
• The strengths and weaknesses of your envisioned design and methods
• Quantitative: threats to validity and how your design will address them
• Quantitative: the constructs you will measure and what you will do in order to determine how to operationalize them (you do not need to identify specific measures)
• Qualitative: your means of ensuring the quality of your findings
• Justification for why your chosen design and methods are more appropriate for your research question than alternatives you have considered
• Your methods of data analysis
• How the data you collect will enable you to answer your research question and contribute to theory

 

Learning Outcomes

2. Critique existing research and design a methodologically sound approach to research in the academic specialization(s).

Question 4: Ethics

 

In this question, you are asked to focus on the integration of ethical principles with professional practice in your specialization. You are expected to defend a personal philosophy of ethical practice using discipline-specific core values and/or essential principles and practices in your field.

 

Write a paper discussing how doctoral research, from literature review to conducting research, to writing a dissertation manuscript should be done with care and integrity to meet the ethical standards of scientific research. Reference at least five peer-reviewed articles.

 

Explain specifically how scholars apply published ethical guidelines and concepts to research.

 

Be sure to address the following:

 

• Plagiarism
• Risk assessment
• Informed consent
• Privacy and confidentiality
• Data handling and reporting
• Mistakes and negligence
• Working with a Mentor
• Northcentral University requirements for IRB approval

 

Learning Outcomes:

4. Integrate knowledge of ethical practices with principles of professional practice as it applies to specific scenarios within the academic discipline and specialization.

 

ANNONATATED BIBLIOGRAPHY REFERENCES PAGE

Biordl, L, & Gardner, N. (2014). Play and write: An early literacy approach. Practically Primary, 19(1), 6-9.

The authors wrote this paper to arguably enlighten readers of the necessity for incorporating play-based curricula into early learning programs.  The authors have demonstrated the literacy skills young children gain through play engaged curricula.  And also, to show how curricula play are fundamental to successful learning in all early learning curricula areas.  Further, the authors based the outcomes of this study on research-based findings previous and ongoing longitude research.

The authors found that while young children are engaging in quality play experiences, the children “are more likely to have well-developed memory skills, language development; and are able to regulate his or her behavior, leading to enhanced school adjustment and academic learning” p.7.  The authors concluded that play-based curricula are central to an overall early learning experience for young children.  This study reflected on the Reggio Emilia conference. The study yielded ultimatum results to substantiate the need for further research in areas of play-based curricula in early learning programs; and the benefits it affords young children; and young children’s optimal development.

Cast, J. (2007). Role-play in key stage 2. English 4–11, (29), 22.

This paper contains pertinent information on how the author is demonstrating the way teachers can recognize how valuable the role play is for younger children in the early learning classroom. And also, the author has pointed out the need of role-play for older preschoolers-all young children can benefit from curricula play activities. The author has further given a demonstration of how the early learning program classroom should be set-up in order to accommodate each area of role-play the children would be engaged in.  To further illustrate how the classroom should be designed; the author has outlined the learning zones to correlate with each role-play scenario.  Additionally, the paper contains critical information on promoting early learning through the use of play and learning strategies in the early learning environment.

Even though this paper was not based on a study being conducted, it relied upon previous and ongoing solid research-based outcomes to contribute to theory; and to validate the argument of while learning through play is central to early leaning.  The author outlined all the essentials that are crucial to helping young children learn through play experiences.  It should be further understood based on this paper that teachers’ attitudes are motivating factors in young children’s learning and development growth through engaging in play activities

Cheng, D. P. (2012). The Relation between early childhood teachers’ conceptualization of “play” and their practice: Implication for the process of learning to teach. Frontiers of Education in China, 7(1), 65-84.

The focus of this author’s opinion in this paper is based upon early leaning teachers’ theory and practice; and how teachers think and learn to teach young children.  The central focus in this paper is based on solid research-based outcomes in validating play curricula in early learning programs.  This author’s argument is that early learning teachers should be flexible in constructing play agenda.  Because previous and ongoing research outcomes have shown that play can be seen as not a serious learning activity; yet, author’s view point is that play can be seen through a different view as being conductive to early learning

The author further points out how some researchers have concluded that all forms of play in early learning is not effective in promoting learning and development of young children.  Yet, it is important to note how the author has studied a tremendous amount of research data to argue that early learning play curricula are foundations for development growth and learning in young children.  Also, it is important to note that early learning teachers’ attitudes and thinking are important in effectively implementing an early learning play-based curriculum in the program. The author concludes that the overall effectiveness of an early learning play-based curriculum in childhood program is dependent upon several factors, including quality of teaching staff, suitable environment, and classroom arrangement.  And also, ensuring that appropriate grouping practices are consistent with schedules; and parent involvement.

Cheng, M., & Johnson, J. (2010). Research on Children’s Play: Analysis of Developmental and Early Education Journals from 2005 to 2007. Early Childhood Education Journal, 37(4), 249.doi:10.1007/s10643-009-0347-7

The authors wrote this article based on research findings taken from a variety of previous and ongoing research outcomes.  The play-based topic has been researched and discussed from all angles to determine whether it is a credible teaching instrument.  The authors have gone on to research and discuss in details the beneficial gain to young children’s engagements in play-based curricula mainly through literature reviews that pertain only to research data that are pertinent to the topic of play-based curricula in early learning programs.

The authors conducted the study for this paper through a series of research papers on children’s play that had been published between 2005 and 2007. The authors’ rationales were to choose journals that were widely read and peer-reviewed.  And also papers that were data-based from discipline inquiries that had survived a rigorous blind peer-review. Outcomes of this study resulted in the authors concluding that in the 3 year period of studying the types of play and comparing the differences between the two research fields and arrived at the main themes emerging from the content analysis of all research data; and argued that perhaps early learning programs should be better developed in order for the scientific community to take play more serious.  Also, the authors recommended further research on the topic was needed.

Chowdhury, N. N., &Rivalland, C. (2012). Value of play as an early learning instrument in Bangladesh context: A socio-cultural study. Australasian Journal of Early Childhood, 37(4), 115-122.

This paper was written by the authors as a research project to determine how play is valued in the local region in contrast to play-based pedagogy being greatly influenced by a western approach.  However the modern theory of play began in the mid 1940’s with the Reggio Emilia approach in Italy; and today it has spread globally.  The researchers opted to move beyond previous researchers’ arguments that socio-cultural research overgeneralizations are assumed that all humans’ development functions the same way.  The researchers undertook this project to obtain a better understanding of how human development; and to best understand characteristics among the individual, sociocultural, and historical context inseparably.

This study was conducted in four public primary schools that were randomly selected.  This study included four teachers from the schools and four parents of children attending the schools.  Participants were interviewed in the spoken language through audio-recording and transcribed into English.  Findings of this study showed that there were contrasts between the teacher group and parent group.  In that parents thought play should be more regulated; where teachers considered play to be a valid strategy for teaching and learning as it has been justified in the new early childhood education curriculum.  The researchers concluded that the present study had uncovered the need for positive and critically considerations of socio-cultural, educational, and political contexts in order to integrate an imported pedagogical approach in host countries

Degotardi, S. (2010). High-quality interactions with infants: Relationships with early-childhood practitioners’ interpretations and qualification levels in play and routine contexts. International Journal Of Early Years Education, 18(1), 27-41. doi:10.1080/09669761003661253

The author wrote this paper to gain further knowledge of what factors are more or less related to the quality of early learning practitioners’ interactions with infants in play and routine contexts.  Because research findings have shown that the nature and quality of care by child-caregivers have profound effects on young children’s health, development, and wellbeing.  The author proceeded to conduct this study on the topic.  The study was conducted with three hypotheses framing the research, including: relating the caregivers’ interpretive complexity being positively related to the quality of interacting with infants; caregivers’ qualification in the field of early childhood education; and interpretive complexity with the quality pf caregivers’ interacting being higher in play rather than routine contexts.

For this study twenty-four females were selected from among early learning teachers registered in a data-base at the University for Practicum Placement Purposes of preschool centers. This study involved visits to two of the preschool centers. Initially, the researcher asked childcare takers to choose an infant that was considered to be well known; and with whom the caretakers had worked well with.in building a strong and positive relationship. The researcher provided the participants with boxes of developmentally appropriate play materials to use in playing with the infants for an uninterrupted period of time in order to measure the quality of caretakers’ interaction with the infants.  Outcomes of the study illustrated the importance of infant caretakers’ interpretive complexity and the levels of qualification. And the findings of this study also implicated that there is a need for further research on the topic.

Doris Cheng, P. (2010). Exploring the tactfulness of implementing play in the classroom: a Hong Kong experience.Asia-Pacific Journal of Teacher Education, 38(1), 69.doi:10.1080/13598660903474163    

This author of this paper has given an illustration of how learning through play’ in early learning programs is a critical factor in early learning and child development. The author’s research is based on previous and ongoing research outcomes of early learning programs and the play-based curriculum.  This author further stated how problematic implementing the play-based curriculum in early learning programs can be for some teachers.  However, this author has used solid research findings to validate benefits young children gain from the play-based early learning curriculum. Additionally, this author’s argument is for the play-based curriculum to be integrated into early learning programs as part of the curriculum.

The author further illustrates how the play curriculum can be implemented in early learning classrooms; and has further discussed the benefits of linking practical theories of play with real learning in the early childhood education classroom.  This author’s work was based on research finding from a study done during real-time classroom activities to understand how the value of play can be realized; and what constitutes play-based learning.  The study was done using the longitude method involving the teacher and children in the classroom.  Outcomes of the study validated the overall the importance of implementing play-based curricula in early learning classrooms; and thus explored the tactfulness of the teacher’s interactions with the children in the classroom and on the playground.

Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical Play Types: What Do They Suggest for Learning About Sustainability in Early Childhood Education?.International Journal Of Early Childhood, 45(3), 327-346. doi:10.1007/s13158-013-0082-5

The authors wrote this paper based on concepts and precepts researchers and early learning professionals have on pedagogical play in environmental education that is associated with early childhood education.  The authors’ writing is based on solid previous and ongoing research- findings that show how to best integrate sustainability education in early learning programs.  Further, the authors have discussed important issues that relate to integrating sustainability education in early learning programs; and how teachers can prepare early learning play-based curricula that are age and developmental-appropriate.

Also, the authors’ focus was on three issues that are related to three main types of pedagogical play associated with environmental education in early leaning programs.  Those three types of pedagogical play “include open-ended play, modelled play, and purposefully framed play,” p.332.  Within this paper the authors’ contribution to theory was based on sound research findings; and concluded there is a further need for more research in this subject area. This study was conducted using cluster sampling with16 preschool centers and the sample was made up of young children attending those early learning programs and 16 teachers; and the qualitative method of research was used.  The outcomes in this study showed that there were mixed reactions by the teachers participating in the study; and there was a need for further research in the study.

Edwards, S. (2013). Digital play in the early years: a contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21(2), 199-212. doi:10.1080/1350293X.2013.789190

The author wrote this paper in support of young children’s communication skills and/or creative outputs in early learning programs. The author further wrote this paper based on research findings to best understand young children’s digital play.  The author suggests according to available research data that there are three main approaches to children’s digital play activities.  The three approaches according to the author are taking existing descriptions of play and use those to measure the extent to which children’s digital activities compare with what children do with traditional and technological toys; and to see if those result in different types of play; and “the third approach focuses on the context in which children’s play is located and seeks to understand digital play as a response to the cultural situation in which technologies are embedded and therefore used by young children” p.201.

Problematic in this situation is the digital divide; and the need for all young children to have ready access to digital technologies. Thus allowing all young children to become engaged in digitization learning and play activities.  The author concluded this paper in stating that all young children are entitled to be afforded the opportunities to have the gap bridged between play and technologies.  And early childhood educators should be preparing curricula with programs designed with new and innovative ways of play in the early childhood education environment.

Edwards, S. (2011). Lessons from ‘a really useful engine’™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity, imagination and reality in children’s contemporary play worlds. Cambridge Journal Of Education, 41(2), 195-210. doi:10.1080/0305764X.2011.572867

This paper is organized in three main sections in order to examine how the concept of leading activity might be converged with children’s play in digital–consumerist contexts to suggest alternative ways of thinking about the role of such play in the early childhood curriculum examining the concept of play as a leading activity Leading activities and psychological functions  The author wrote this paper in three main sections in order to best understand the concepts of how leading activities might be converged with children’s play in digital-consumerist contexts; and to suggest alternative ways early childhood educators can think about the role of such play in the early learning curriculum.

The first section of this paper was focused on “examining the concept of play as a leading activity” p. 196.  In This section the author discussed how the aforementioned activity does not serve as a dominant activity during a particular developmental period.  However, the author points out that a leading activity functions as a bridge in support of young children’s transition from one psychological function to another during the developmental lifespan. The author’s concept was based in part upon Vygotsky’s theory of the concept of play; and was “further developed by Leontiev and Elkonin” p. 196.  This paper paves the way for early learning educators to have an in-depth understanding of the framework that links different forms of play and development during particular age periods in young children. The author concluded that in order for early learning educators to determine the impact of digital–consumerist play further research is needed.

Emslie, A., &Mesle, C. R. (2009). Play: The use of play in early childhood education. Gyanodaya: The Journal of Progressive Education, 2(2), 1-26.

Pedagogy play is central to development and learning in young children. And, thus early child education professionals are relying upon the continuity of solid research findings to continue educating young children.  The authors wrote this paper in order to define play and how important play is in early learning program; and the exploration of the role play has in relation to: ways young children learn.

In this paper, he author have placed emphases on developmentally appropriate practices in early childhood education because it is primarily structure on play activities. And to effectively teach young children it is critical for early learning teachers to understand how young children learn; and the role of play activities. The authors have shown through research findings that one of the most “significant attributes of play is that it unites and integrate the cognitive, socio-emotional, and motor aspects of learning and development” p. 5. The authors concluded this paper stating how appropriate and effective play is; and is a critical instrument for young children to gain the necessary skills to grow and develop successfully.  There was no further recommendations made for further research.

 

Fleer, M. (n.d). Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs.Research in Science Education, 39(2), 281-306.

The author wrote his paper to presents an overview of research data that have sought to align the transformation and appropriation of scientific concepts within two early childhood education settings. The data gathering took place over a period of approximately ten weeks.  In the conduction of this study the researchers used “video recordings, field notes, photographic documentation, and child and teacher interviews for recording child concept formation within these naturalistic settings” p. 281. The researchers found through this study that early learning programs should be more oriented towards concepts than materials, because children’s play was focused on conceptual connections.

It is further important to note how the study was conducted. The researcher randomly selected forty-eight children and, and the children’s families from two early childhood education centers.  Also, the children’s teachers were participants. The sampling for this study was made up of a group of 24 preschool children (14 boys and 10 girls) between the ages 4 and 5 years.  The other group was made up of a group of fifteen boys and 9 girls in the age range of 4 years and six months. This study found that the importance of ensuring playful events included both opportunities and experiences young children to experience everyday concept formation and scientific concept formation. The researchers concluded that when the children had begun to make complex connections while thinking in more objective ways, the formation of complexes begins to take place; and mediation of the teacher is central.  There was no further recommendation for future research on this topic.

 

Fink, N., Stagnitti, K., & Galvin, J. (2012). Pretend play of children with acquired brain injury: An exploratory study. Developmental Neurorehabilitation, 15(5), 336. doi:10.3109/17518423.2012.655798

The authors wrote this paper to explore the possible benefits young children with brain injuries obtain from pretend play.  The authors found no previous research had been done on the subject.  The authors proceeded to conduct an exploratory descriptive study on three young children with acquired brain injuries.  The authors through purposive sampling selected three children in the age range of 3-6 to assess play abilities “using the Child-Initiated Pretend Play Assessment” p.337.

This study was central to contributing to theory on the benefits of pretend play in early learning curricula; particularly young children with brain injuries. .  This study was designed to help early learning educators to best understand how the play curriculum is central to development growth in all young children.  The authors further concluded that the purpose of the study was to describe how self-initiated pretend play of young children with brain injuries could be beneficial.  The authors also suggested that more research is needed.

Harris, P. (2007). Developing an integrated play-based pedagogy in preservice teacher education: A self-study.Studying teacher education: Journal of Self-Study of Teacher Education Practices, 3(2), 135.doi:10.1080/17425960701656528

This paper is a reflection of the author’s interests in developing an early learning pre-service teacher education on the subject of play curricula. The author conducted a longitude qualitative self-study on the subject.  Many Theoretical perspectives on play in children’s lives were identified by the author; and substantiated by earlier and ongoing research outcomes. This author’s work was facilitated through traditional means of lectures, tutorials, and engagement of pre-service teachers in workshops.  The objective of this study was to link theory of child development through play and practice.

This author conducted the study on play-based pedagogy in pre-service teacher education with 20 children aged 0–8 years. The outcomes showed that through developing an integrated play-based pedagogy it was instrumental in the play-based activities being properly implemented.  Through this study the author found that it was best to let the pre-service teachers grow as teachers while learning about developing this pedagogy. The author concluded that the integration of play-based pedagogy involved the creation of “an atmosphere with experimental, relational, metaphoric, integrative, and empowering qualities of play” at the forefront p. 152.

Hunkin, E. (2014). We’re offering true play-based learning: Teacher perspectives on educational dis/continuity in the early years. Australasian Journal of Early Childhood, 39(2), 30-35.

The author conducted this study to better understand education continuity in early learning pedagogy. The author exclaims that prep teachers and preschool teachers should have the same knowledge and background in the field of pedagogy play curricula.  This author viewed a surmountable amount of research data for this study.  The author further suggested that teachers should be trained to align with a particular philosophical tradition; and there is also some evidence of this according to the author.  However, as stated by the author there is some schools that offer a play-based learning system.  Nevertheless, it should be noted that some school officials are not particularly concerned with the inclusion of play-based curricula due to the lacking of knowledge of its benefits to young children.

The author conducted this study with seven preschool teachers and three preparatory teachers.  Three of seven teachers were dual qualified and participated in the sub-study group. The author selected young children from a proximity that represented a cross section of private and government schools.  The author’s focus was on data from two areas of inquiry including teacher perceptions and differentiation; with teachers; attitudes toward dis/continuity. The author concluded that teachers’ attitudes towards educational continuity would enable them to supplement teaching practices in one setting with methods of teaching and learning from each other.  The author further stated that more research is recommended in this area, as further insight is needed to best understand what  type and to what extent of teacher education is needed to equip teachers with intersetting knowledge.

Jacko, V. v., Mayros, R. r., Brady-Simmons, C. c., Chica, I. i., & Elton Moore, J. j. (2013). Blind Babies Play Program: A Model for Affordable, Sustainable Early Childhood Literacy Intervention through Play and Socialization. Journal of Visual Impairment & Blindness, 107(3), 238-242.

This author’s interest in writing this paper is to determine through literature reviews the most efficient ways of teaching visually impaired young children.  And this author is seeking ot ways to significantly meet the needs of visually impaired children of which according to the author in quoting from the Blind Babies Foundation (2012) p. 238, over 80% of young children in early learning programs are visually impaired.  Thus the play-based early learning program is instrumental in teaching visual impaired young children.  According to the author The Blind Babies Play program began in. The Blind Babies Play program that began in 2007 has instituted effective means of teaching young children that are visually impaired.

Needless to say, the play-based curricula are effective in all areas of young children lives-young children with and without handicaps. This author has stated how the “Blind Babies Play program was designed to provide interactive learning experience at a critical time in the development of blind and severely visually impaired children and toddlers” p. 239.  Such programs are unique and should be integrated throughout all early learning programs to be available if and when needed.

König, A. (2009). Observed classroom interaction processes between pre-school teachers and children: Results of a video study during free-play time in German pre-schools. Educational & Child Psychology, 26(2), 53-65.

This author’s paper is based on research findings from a study on a social-constructivist perspective. In view of the many research findings, this author sought to understand the significance of interaction between teachers and children in addition to identifying different types of interactions that play is characterized with structured activities during free-play time in early childhood education centers. This study examined the interaction between teachers and children. And what criteria are used in evaluating the quality of educational procedures that are currently considered to have the greatest impact on young children learning and development.

This study was conducted in an early learning center during free-play time that included play and structured activities including role play.  Sampling for this study was made up of 61 teachers from 17 pre-schools with a mean age of 34.8 years. The teachers were all females. The researcher used audio and video instruments to record teacher-children interactions.

Kwon, K. k., Bingham, G., Lewsader, J., Jeon, H., & Elicker, J. (2013).Structured Task Versus Free Play: The Influence of Social Context on Parenting Quality, Toddlers’ Engagement with Parents and Play Behaviors, and Parent-Toddler Language Use.Child & Youth Care Forum, 42(3), 207-224.

This paper was written based upon a study that was conducted by the authors to determine the influence of parental gender and activity settings on the quality of parenting, “toddlers’ engagement, play behaviors, and parent–toddler language use” p. 207.   To determine the quality of parental social linguistic interaction with young children the researchers conducted this study. in two activity settings: using a structured task  and free play task   The researchers wanted to make implications about which activity context was more conducive for parent–child interaction, play, and language.  The researchers also sorted through previously conducted research outcomes as part of this study.

Sampling in this study included sixty-seven predominantly middle-class, two-parent families with toddlers.  Parental and child interactivities were the means for conducting this study.  The researchers recorded (audio and visual) with a coding system for analyzing participations of the participants.  The systematic description of events and behaviors observed in this qualitative study were coded by the researcher for analyzing.  Outcomes from this study were related to the role of parental gender on “parenting and child interactions, play, and language use” p 219.

Lo, H. (2011). Mathematics through play in the early years, by Kate Tucker.European Journal of Teacher Education, 34(1), 127-130.

This author’s paper is based on early learning theorists’ works that began over 70 years ago; and those works are instrumental to the modern day play-based curricula in early learning programs.  This author views early childhood education as being cooperative efforts among parents, teachers, and young children; and is in agreement with the originators of the theory of play and learning.  And thus, this author makes the argument of play-based curricula in early learning programs solid and valid.

Further, this author’s approach to young children’s early learning is focused onmathematics through play in the early years being integrated into early learning programs.Mathematics through play in the early years allows young children to benefit from learning the fundamentals of trading in the real world.  Because young learners will be exploring with the concepts of numbers, sequences, sizes, and weights with monetary values.  This author concluded this paper in stating that the “most impressive overall was the effective link between mathematics instruction and parental involvement” p.129.  This paper was consciously written to help educator to best serve young children’s education development and growth in early learning programs.

Malone, D. (2006). Contextually Influenced Patterns of play-developmental. Age associations for preschoolers with and without mental retardation.Early Childhood Education Journal, 34(3), 215-225. doi:10.1007/s10643-006-0134-7

This paper was written in favor of attributes contributed to play strategies found in early learning programs.  The author focused on earlier research outcomes that were pertinent to development and learning in children with and without disabilities.  Studies conducted on the play-based curricula were consistently showing how effective the play curricula are being used in early learning programs.  The author’s views of this study were based upon data from differential patterns of association among young children’s play behaviors.  Thus, the author replicated findings and analyses of previous research on young children with and without mental disabilities.

This study was conducted with a sample of 34 preschool children “enrolled in seven inclusive preschool programs” p. 216; of which 17 of the children were considered to be mentally challenged, whereas the other 17 young children were not.  Sampling was made up of 10 boys and 7 girls from each group.  Descriptive qualitative observations were conducted and statically measured through a coding system.  Findings of this study provided additional evidence that the use of multiple contexts in observing and understanding young children’s play is central to early learning teachers developing a more positive view of the abilities young children with mental retardation to be engaged in developmentally appropriate play.

Miller, E., &Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Education Digest, 75(1), 42-45.

Modern day early learning programs have become globally and on a universal level.  Throughout the early learning environment changes are occurring in meaningful ways; and all of those changes can be credited to the works of researchers. This paper was written to expound upon the changes that should be and are taking place within the early learning communities.  The authors of this paper repeatedly refer to works of previous and current researchers.  All research findings documented in this paper share the need for child-play in early learning programs

The authors have stated how the need for early childhood education centers to integrate play curricula; and for those that have eliminated the curricula to restore it. Through implementing play curricula in young children’s learning activities it would be instrumental in solving complex learning problems.  The authors also found that this implementation of play in young children’s learning programs would be beneficial for young children with special needs; and English-language learners

McInnes, K., Howard, J., Crowley, K., & Miles, G. (2013). The nature of adult–child interaction in the early years classroom: Implications for children’s perceptions of play and subsequent learning behaviour. European Early Childhood Education Research Journal, 21(2), 268-282. doi:10.1080/1350293X.2013.789194

Early childhood education requires strategies in early learning to effectively educate young children.  This author has stipulated how fundamental play is to the early learning years; and how central play is to the education of young children.  The authors of this paper have based this paper on earlier research findings that were conducted to validate the effectiveness of the play-base curricula in early learning programs.  However, these authors have noted how comprising some studies which have been criticized due to weaknesses in methodologies.

Nevertheless, these authors have summarized small number of studies and current ongoing research suggesting that through manipulating the “cues children use to define play to create playful and formal practice conditions impacts on performance, behavior and, therefore, learning” p. 15.  The sample for this study comprised of 69 children between the ages of 4 and 6 from four reception classes; with a subset of the sample being used to analyze the children’s behaviors.  Also, the sample consisted of 41 children in the same age group.  This qualitative observation study was conducted to understand the children’s behaviors at post-test MANOVA being conducted for the no significant variables. These authors concluded that “previous research has shown that manipulating the cues children use to define play and not play activities to create formal and playful practice conditions results in superior performance on a problem solving task for those children assigned to the playful practice condition” p. 18.

Munn, P. (2010). Play or learning in Early Years curricula? And what about the cultures in which Early Years Education systems are embedded? International Journal of Early Years Education, 18(3), 183. doi:10.1080/09669760.2010.524052

This paper was written because of the tension that exists between the concept of play and learning in the field of early childhood education. In this paper the author has stated how is play is “essential both as a means of learning and as a route to healthy socio-emotional development” p. 183. Earlier and ongoing researchers have also worked to validate the benefits of the play and learning theory.  This paper contributes to the play-based theory through the conclusion of further research findings.

The author based this paper based upon studies that have been conducted in the early learning environment; to substantiate the effectiveness of play-based curricula in early learning programs. Early learning programs are effective in educating young children based on critical early learning strategies; with the integration of play curricula being central.  The author further states that the division between social pedagogic and primary curricular has raised critical issue of whether subject content can sometimes get lost in a holistic curriculum.

O’Grady, M. G., &Dusing, S. C. (2015). Reliability and Validity of Play-Based Assessments of Motor and Cognitive Skills for Infants and Young Children: A Systematic Review. Physical Therapy, 95(1), 25-38.

Researchers have validated over time how play fosters both motor and cognitive development skills in young children.  Researchers have further validated how play has been variably defined in the literature; and given different disciplines.  The author has written this paper on the aforementioned subject of how beneficial the play-based curricula are in the education of young children.  Because play common to all young children; particularly infants.  The quality of play can be assessed within typical environments and routines to determine its effectiveness.

Research findings were sought out for this paper to meet inclusion and exclusion criteria that were specified prior to this study.  The author included studies that validated findings that were significant to the measurement properties of play-based assessment of motor and cognitive skills in young children.  The sampling was made up of young children aged 0 to 36 months.  Some of the children were diagnosed with disabilities or delayed; or could be developing typically.  The resulting findings of this study showed that play-based assessments improve the abilities of clinicians and researchers; to measure the impact of therapeutic interventions during those age appropriate activities for young children

Paul, K. E. (2014). Baby Play Supports Infant and Toddler Social and Emotional Development.YC: Young Children, 69(1), 8-14.

This author’s paper is based upon previous and ongoing research findings of how vital play curricula are in early learning programs for infants, toddlers, and preschoolers.  The author has indicated how the young child constructs his or her own ideas of what it means to be caring, nurturing, and emphatic through play. Play to young children is further enhanced through being positively interacting with others.

It is further stipulated in this paper how important for caregivers to recognize the social and emotional roles of young children during development stages.  The author also puts emphasis upon how to promote young children’s play; and how educators should consider three basic ideas for child’s play.  The classroom should be an environment that is safe, nurturing safe and caring so young children’s learnings can be best enhanced.  And further, educators and caretakers should support young children’s interests with authentic materials that are age and development appropriate; because young children’s learnings are enhanced through appropriate explorations in an approximate environment.

Pickett, L. (2005). Potential for play in a primary literacy curriculum.Journal of Early Childhood Teacher Education, 25(3), 267-274. doi:10.1080/1090102050250310

In the beginning of formal schooling years the three “r’s” commonly known as reading “riting’ (writing), and arithmetic is the fundamental structure.  However the foundation for this structure can be laid in the early childhood education environment; and the play-based curriculum is central to the education of young children.  The author wrote this paper in alignment with previous and ongoing research findings. The author has clearly shown in this paper through validated research outcomes how central the play-based curriculum is to the education of all young children.

The author began this study by defining units of analysis of earlier researchers’ work as literacy events; and pieces of child produced text.  The children’s text consisted of letters, books, library cards, and other educational materials. The author analyzed the units according to a constant comparative method of identifying categories and integrating categories.  During the study, the children, according to the author enjoyed social-interactions during socio-dramatic play; and the outcomes of the study validated how vital the role of play in learning is and how it fosters achievement in all young children learning and development.

Pui-Wah, D. C. (2010).Exploring the Tactfulness of Implementing Play in the Classroom: A Hong Kong Experience.Asia-Pacific Journal of Teacher Education, 38(1), 69-82

The play-based curricula integrated into early learning programs are crucial to the education and development of social skills in young children.  Needless to say, the curricula are not easily implemented in all early learning programs.  The author has written this paper in support of play-based curricula being implemented in all early learning programs; because learning through play in early learning programs is widely advocated.

This study was conducted as part of an inquiry into how kindergarten teachers implement play curricula the Hong Kong context.  Further, the author exclaims that this inquiry examined various ways that play was being implemented in classrooms to match practice with learning expectations found in the relevant literature. The author described in this paper the pedagogy of a “teacher that was particularly successful in interweaving the playfulness of children with teaching and learning objectives” p. 70.  This study consisted of a teacher and 30 young children in the classroom-all 5 years of age.

The researcher concluded that the embedded tactfulness of play-based pedagogy in the kindergarten teacher’s belief was that this kind of endeavor can provide a useful example.  An example of how the early childhood teacher cam works within and beyond the constraints to realize learning through play in his or her own classroom. The author also recommended for Future research to work along this line to enhance our knowledge about the tactfulness of developmental pedagogy; thus, validating theoretical claims of teaching and learning through play in the field of early childhood education.

Reynolds, Emily, Karen Stagnitti, and Evan Kidd. 2011. “Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas.” Australasian Journal Of Early Childhood 36, no. 4: 120-130. Education Research Complete, EBSCOhost (accessed January 27, 2015).

This study was conducted to measure the link between pretend play and language.  And to validate how research findings have validated pretend play occurring well before expressive language play language begins.  The author’s findings in his paper are based upon earlier and ongoing research outcomes in the field of early childhood education and the play-base curriculum.  This study was conducted to determine whether a play-based curriculum was appropriate for young children’s learnings in low socio-economic environments; compared to traditionally structured classroom environment.

The researchers constructed a play-based curriculum to study its effects in the early learning program in two schools. The study of the program was reliant upon information from experts in the field of early childhood education.  The play-based curriculum was based on original theorists’ works in the field of early childhood education.  Researchers constructed a baseline that combined a sample comprised of 31children; and at the six-month follow-up there were 26children in the study. There was a withdrawal of five children across both schools due to families relocating to other areas.  So, the researchers relied upon the present participants’ demographics for baseline and follow-up for both schools.  The researcher concluded that there was no significant difference between schools that were measured for play, language, narrative re-tell and social skills at baseline assessment.

Rushton, S. (2011, June). Neuroscience, Early Childhood Education and Play: We are Doing it Right!.Early Childhood Education Journal. pp. 89-94. doi:10.1007/s10643-011-0447-z.

The author of this paper has written based on past experiences in the field of early childhood education and the engagement of young children in play activities.  This sorted through meaningful literature reviews relative to this topic to arrive at fundamental findings for this paper.  This author focused on how past decade of research provided clear directives on how best to accomplish the task of teaching young children; and the role of pedagogy play.

One research paper that was of particular interest in this author’s research was the paper on “shaping the learning environment: Connecting developmentally appropriate practices to brain research,” p.91.  This paper was of particular interest to the author because of the nature of the research studying neuroscience, early childhood education and play.  Understanding neuroscience, early childhood education and play is central to the effectiveness of an early learning play-based curriculum program. Because as the author noted in concluding this paper how young children’s brains are continually expanding during the development stage at incredible rates.  There was no further research on this topic recommended.

Sandberg, A., &Ärlemalm-Hagsér, E. (2011). The Swedish National Curriculum: Play and learning with fundamental values in focus. Australasian Journal of Early Childhood, 36(1), 44-50.

The play-based curricula are globally recognized as being central to the education and development of social skills in young children.  In this paper the author has gathered information from reviews of the literature in support of the benefits young children gain from the play-based curriculum.  In this paper the author points out how research also shows strong connections between the qualities of play in the preschool years and how well children’s social skills develop.

Additionally, the author has stated those studies found that teachers achieved the best educational results through being focused on supporting young children’s play. In the play-based classroom young children acquired literacy skills and concepts of a higher level.  Also, according to the studies, the young children developed more advanced language and social skills. The young children further learned to manage physical and cognitive behaviors in classrooms where the play-based curriculum was implemented; and developed more interests in reading, writing, and arithmetic.

Samuelsson, I. P., &Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623.doi:10.1080/00313830802497265

Play and learning are natural components in young children’s everyday lives.  Unfortunately, some early learning programs do not consider the play-based curricula to be pedagogy relevant due to lacking research. Yet, those early learning program educators consider all goals for early childhood education to be defined in the curricula and in the teachers’ minds about what is best for young children and the curricula. However, previous and ongoing research findings are continuously validating relevance of the play-based curricula in early learning programs.

In this paper the authors are advocating the need for early learning programs to implement the play-based curriculum.  And it is further critical for early learning educators to understand that being able to integrate play and learning is goal-orientated objectives for preschools.  And this allows for the means to see how playing and learning work together in helping young children’s engagements in learning activities to be more productive.

Singer, E. (2013). Play and playfulness, basic features of early childhood education.European Early Childhood Education Research Journal, 21(2), 172. doi:10.1080/1350293X.2013.789198

Play and learning in early learning programs are two meaningful ways for young children to develop social skills in early learning programs.  However, throughout the history of modern early learning programs there are individuals who are for the play curricula; as well as those individuals who are against it.  Nevertheless, previous and ongoing research findings have validated how crucial the play curricula are to the development and learning of young children.  In this paper the author has set out to gain further knowledge of how prevalent play curricula are in early learning programs

The author of this paper has sorted through a variety of previous and ongoing research findings to conclude a significant finding to this study of how prevalent play curricula are in early learning programs; and the lives of young children. This is an important aspect of the author’s study; because as the author has found play and playfulness constitute the basic aspects of early of early learning programs.  It further shows that it is crucial for teachers to provide play pedagogy in support for young children to play because play permeates every aspect of the lives of young children.  No further research was recommended by this author.

Siu-man, W., Zhenlin, W., & Doris, C. (2010). A Play-based Curriculum: Hong Kong Children’s Perception of Play and Non-play. International Journal Of Learning, 17(10), 165-180.

Throughout the history of early childhood education and the play-based curricula play activities have been recognized as a crucial component of early learning programs.  Play plays a major role in enhancing the lives of young children; and is crucial to development growth and learning.  The theory of play-based curricula has been argued for and against throughout modern history.  However, researchers in the field of early child education are continually validating the necessity of play curricula to be integrated into early learning programs.

The authors of this paper have done literature reviews across the discipline on the topic of play-based pedagogy. These authors have further concluded in this study that there are ample research findings validating the competence of play-based curricula in early learning programs.  This longitude study involved two girls aged 5-6; and overtime contrasted the works of children engaged in play; as well as non-play curricula.  The researchers recommended further research need to continue learning how young children’s demographical background and school experiences could be affected by his or her conceptualization of play.

Soundy, C. c. (2012). Imaginary Play in Montessori Classrooms: Considerations for a position statement. Montessori Life, 24(4), 28-35.

Early childhood education organizations and preschool centers have established mission and position statements to be guided by. Those statements are crucial to ensuring the early learning programs are equitable and developmental appropriate for the education of young children.  In his paper the author has outlined objectives to be considered in high quality early learning programs.  In this study the author stated how this project was conducted over a 5 month period with seven multi-age toddlers in the study with primary classrooms.  In the toddlers classroom there were children from approximately 18 months to ages 3.  There were 18 to 25 young children; and two to three teachers in each classroom

Researchers in this study observed how young children were being engaged in child initiated play activities that depicted everyday living activities. Play in The Montessori classrooms were extended beyond everyday procedural activities.  And the study was conducted of young children’s engagements being related to real-life activities.  Findings of this study concluded that “children’s inclinations toward imaginary play must be respected” p. 34.

Sumsion, J., Grieshaber, S., McArdle, F., & Shield, P. (2014). The ‘state of play’ in Australia: Early childhood educators and play-based learning. Australasian Journal of Early Childhood, 39(3), 4-13.

The authors of this paper focused on researching materials that are pertinent to the play-base curricula in early learning programs.  Materials for this paper were drawn from previous and ongoing empirical studies on the topic. The researchers’ use of multiple data-bases searching, citations, manual searching, and consultations produced 21 studies that were relevant to the researchers’ study.

From those selected studies, the researchers focused on the views of pre-service early childhood educators’ beliefs and understandings of approaches to the play-based curricula. In his study the researchers were relating to how play and learning are correlated; and how knowledgeable early learning teachers are.  Thus, the researchers continued to focus on how play-based curricula can be implemented in early learning programs. Through surveying and individual interviews of early childhood educators the researchers concluded that this paper had been motivated by a critical need to  answer questions through building a strong evidence base for addressing all such issues related to the play-base curriculum in early learning programs.

Tarr, P., Bjartveit, C., Kostiuk, L., &McCowan, D. (2009). Supporting Imagination in Play through Pedagogical Documentation: Haunted Houses; Fairies and Goblins; Pirates and Islands. Canadian Children, 34(1), 21-28.

Engagement in play by young children is central to development growth and learning through all levels of early learning.  The authors work on this paper was based on a collaborative project that was undertaken by three teachers representing preschool, kindergarten and grade two. This project also included a university professor who was inspired by the Reggio Approach to learning in young children and pedagogical play.

The authors focused this paper on the Reggio Emilia Approach because it was considered to be central to young children’s learning and development growth.  The authors’’ inclinations were to seek out various research findings that had occurred over time that relevant to the study being done with this project.  Segments of stories children had participated in were used to determine various aspects of beneficial effects of play for this project.  The authors integrated stories of district experiences that were woven together through documentation and the importance of the children’s imagination and fantasy in the children educational lives.

Torrence, M. (2001). Montessori and Play: Theory vs. Practice. Montessori Life, 13(3), 8-11.

This paper was written based on the Montessori and play in understanding theory vs. practice.  In this paper the author points out significant aspects of learning through play in relation to standard teaching practices.  Further, this work is based on previous and ongoing research findings on this topic.  Additionally, review of the literature for this paper revealed significant findings of researchers’ works that were significantly poised to help educators in how to best educate young children.

Throughout this paper, the authors have made mention of studies that were continually contributing to theory in areas of how young children learnt through being engaged in play activities in early learning programs.  This paper was based on the study conducted by its authors.  The study was carried out through questionnaire asking teachers about the length of young children’s school days and designated work time; and if the teachers had noticed any unsanctioned play taking place during designated work time.  Also, each classroom was to be identified during the surveying.  The researchers concluded that The Montessori community must continue to educate itself about play and learning in early learning programs.

vanOers, B. (2013). Is it play? Towards a reconceptualisation of role play from an activity theory perspective.European Early Childhood Education Research Journal, 21(2), 185-198. doi:10.1080/1350293X.2013.789199

Research in the field of early childhood education has spanned over a period of 70 years with yet ongoing debates on whether the play-based curriculum in early learning programs beneficial.  The prevalent questions on the topic are: do young children benefit from the program, is the program credible, or should young children be engaged in play while learning or just learning.  The authors of this paper have proceeded to gather credible research findings on the topic in order to establish precedence on the topic.

In this paper the authors have stated how there has been a growing consensus on some basic characteristics of play over the years; and those consensus call for more research to be conducted on the topic.  In this study the researcher analyzed recent play research and play-based pedagogical applications to smooth out a number of problems that have been difficult to solve with immediate available ideas on the topic. The researchers approached this activity theory as taken from the work of Leont’ev and Vygotskij,

Van Oers, B., &Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511-534. doi:10.1080/00220272.2011.637182

The education of young children has evolved constantly over the years in meaningful ways.  Many theories have continually been applied to the application of the early learning classroom.  The most significant of all changes can be related to the work of early learning researchers working to validate theories.  Theoretical frameworks surrounding the field of early childhood education have been instrumental in the continuity of structuring better learning patterns for young children.

In this study the author has focused on reviewing the literature from research findings over the past decades.  This author has pointed out meaningful changes that have taken place during those decades that have significantly affected the field of early childhood education.  Those changes include the contribution made to theories of cognitive learning and driven efforts for better educating early learning teachers.  In this paper the author further points out educationalists, practitioners, and pedagogues are deeply concerned about how to best foster the child-centered approach in order to ensure each young child is reaching his or her full developmental potentials

Yen-Chun, L., & YAWKEY, T. D. Does play matter to parents? Taiwanese parents’ perceptions of child’s play. (2013). Education, 134(2), 244-254.

Educators working in the field of child development must be knowledgeable of all aspects of child development.  Early learning strategies are constantly changing due to updating in research findings.  The critical issues of early learning educators are to partner with parents of young children for the betterment of young children.  Parents must be constantly receiving updated information on new and innovative ways of teaching young children.  The authors of this paper focused on how to determine if parents are concerned about young children being engaged in play curricula in early learning programs.

For this study, the researchers randomly selected a sample of 142 parents with kindergartener between the ages of 4 and 7 to participate in this study.  The researchers sorted through a variety of previous and ongoing research findings to use as comparable instruments in concluding this study. Through those research findings, the researchers compared data from the ongoing study to data from previous studies for comparisons to determine if information gathered from the study meets the required information sought after.

 

 

Howard, J. (2010). Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27(4), 91-102.

Jung, E., &Jin, B. (2014).Future professionals’ perceptions of play in early childhood classrooms.Journal of Research in Childhood Education, 28(3), 358-376. doi:10.1080/02568543.2014.913277