How Common Core Standards can be met through narrative play in a prekindergarten classroom.
|dc.description.abstract||This qualitative case study investigated whether or not the Common Core State Standards could be met through narrative play in a prekindergarten classroom. This study aimed to answer the following questions: Can the standards in the New York State Prekindergarten Foundation for the Common Core be met through narrative play in the classroom? What specific skills under each developmental domain are being met through narrative play? What is the classroom teacher’s perception of the relationship between narrative play and the Prekindergarten Common Core State Standards? The participants were 15 prekindergarten children in a classroom in a rural school district in Western New York. The findings proved that when teachers intentionally provide meaningful materials for the children to use during narrative play, most of the standards across the five domains in the Prekindergarten Foundation for the Common Core can be met. Early childhood teachers can use this research to understand how developmentally appropriate play can still meet the requirements that New York State provides; it is not necessary to use only paper-and-pencil activities in order to meet the requirements.||en_US|
|dc.rights||CC0 1.0 Universal||*|
|dc.subject||Common Core State Standards (Education).||en_US|
|dc.subject||Language arts (Early childhood).||en_US|
|dc.title||How Common Core Standards can be met through narrative play in a prekindergarten classroom.||en_US|
|dc.description.institution||SUNY at Fredonia|