Creating Connections between Latino Families and Early Childhood Programs: Investigating the Role of Language and Literacy in Latino Families

Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability. There was a significant difference between administrators and early childhood educators concerning the purpose of play. Implications for early childhood curriculum and school district policy were determined.

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The Role of Literacy Experiences in Early Childhood Programs

The Elementary School Journal ◽

10.1086/461570 ◽

1988 ◽

Vol 89 (2) ◽

pp. 161-171 ◽

Cited By ~ 13

Author(s):

Elfrieda H. Hiebert

Keyword(s):

Early Childhood ◽

Early Childhood Programs ◽

Literacy Experiences

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Evaluation of early childhood programs: The role of parents

Child Care Quarterly ◽

10.1007/bf01555188 ◽

1980 ◽

Vol 9 (4) ◽

pp. 289-298 ◽

Cited By ~ 6

Author(s):

Kevin K. Walsh ◽

Robert Deitchman

Keyword(s):

Early Childhood ◽

Early Childhood Programs ◽

Role Of Parents

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Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs

Journal of Education and Culture Studies ◽

10.22158/jecs.v5n2p54 ◽

2021 ◽

Vol 5 (2) ◽

pp. p54

Author(s):

Patricia White ◽

Barbara N. Martin ◽

Bryan McDonald

Keyword(s):

Early Childhood ◽

Early Childhood Teachers ◽

Early Childhood Educators ◽

Learning Tool ◽

Early Childhood Programs ◽

High Stake ◽

Research And Practice ◽

School Day

This paper explored the perceptions of principals and teachers concerning the role of play in early childhood programs during an ethos of high strakes accountability. All early childhood participants identified play as a learning tool, but noted it was being eliminated from the curriculum due to high stake accountability. Viewed differently between administrators and early childhood educators was the purpose of play. Revealed were implications for administrators, teachers, and policymakers. The implications for this research and practice include that both administration and early childhood teachers must understand the value of play and implement play within the school day.

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Integrated Settings at the Early Childhood Level: The Role of Nonretarded Peers

Council review ◽

10.1177/001440297704300502 ◽

1977 ◽

Vol 43 (5) ◽

pp. 262-266 ◽

Cited By ~ 52

Author(s):

Lee Snyder ◽

Tony Apolloni ◽

Thomas P. Cooke

Keyword(s):

Early Childhood ◽

Preschool Age ◽

Empirical Literature ◽

Behavioral Models ◽

Early Childhood Programs ◽

Peer Reinforcement ◽

Positive Social Interaction ◽

Potential Benefits ◽

Recent Trends

Recent trends toward early intervention and mainstreaming have resulted in a growing number of preschool programs that integrate retarded and nonretarded children. These programs are generally based on the assumption that nonhandicapped peers function as behavioral models and/or reinforcing agents for handicapped youngsters within the context of positive social interaction. However, a review of relevant empirical literature indicates that such benefits do not necessarily result from integrated programing. This article discusses the implications of recent studies that have investigated procedures for structuring peer imitation and peer reinforcement at the preschool age level. Specific suggestions are offered for maximizing the potential benefits of integrated early childhood programs. Additionally, recommendations are made concerning research needs in this area.

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