Search results for: Walker Sharryn Larsen

This article discusses how preservice teachers connected theory to practice in a service learning project that provided an additional field opportunity. Through this experience, teacher candidates connected theory to practice by creating inclusive, literacy-embedded play centers (LEPC) for a local children’s museum. This study describes how the preservice teachers designed and developed LEPC in a community setting while reflecting upon the connections made between theory and practice. Specifically, they were able to name and describe the domains of learning, aspects of play, and principles of inclusive, literacy-embedded play centers.