Search results for: Kemple Kristen M.
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Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course
This study aimed to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. The findings reveal that students made many more references to play in their defense of developmentally appropriate practices following the play lab, and the reasons they gave for the importance of play in early childhood classrooms became more diverse. The students’ responses also expanded to include the power of play to promote engagement.
Updated: Aug. 30, 2018
Is Music an Active Developmental Tool or Simply a Supplement? Early Childhood Preservice Teachers' Beliefs About Music
The current study examines early childhood preservice teachers' beliefs about the importance of music in early childhood. The paper also explores factors that influencing those beliefs. The findings reveal that preservice teachers in this study held relatively strong beliefs about the importance of music, including aesthetic, quality-of-life, and social-emotional benefits. Preservice teachers' beliefs were associated with whether they viewed music as an active tool for development and learning, or as merely an enrichment.
Updated: Dec. 30, 2012