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dc.contributor.advisorBradley, Elizabeth
dc.contributor.authorDunlap, Kyle
dc.description.abstractPublic education has become increasingly standardized and academically focused in the past decade. As a result, traditional kindergartens which provided young children their first experiences out of the home have all but disappeared. Preschool programs have now replaced the kindergarten experience, but with an increased focus on academics. Children have less time to play, and early childhood educators are often not educated about the developmental significance of play or how to support play. The following is a critique of the highly standardize and scripted trend in education as developmentally inappropriate and detrimental to children’s development in the five essential domains of early childhood. Further, it proposes how early childhood classrooms should support self-directed play, why it is the correct cognitive approach to learning for young children, and how to assess if the classroom is organized in such a way that supports children in the essential domains: physical, social, emotional, language, and cognitive development through varied approaches to learning via self-directed play.en_US
dc.subjectCurriculum designen_US
dc.subjectEarly childhooden_US
dc.subjectPlay pedagogyen_US
dc.subjectSelf-directed playen_US
dc.subjectTypes of playen_US
dc.subjectEarly learning standardsen_US
dc.subjectEssential domainsen_US
dc.subjectSchool readinessen_US
dc.titleSupporting Self-Directed Play in Early Childhood Classroomsen_US
dc.typeCapstone Projecten_US
dc.description.institutionSUNY Empireen_US
dc.description.departmentSchool of Graduate Studies in Educationen_US

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  • School for Graduate Studies Capstone Projects
    SUNY Empire offers 22 graduate degrees and 27 advanced certificates in business, policy, education, and liberal studies through the School for Graduate Studies and the School of Nursing and Allied Health.

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