Children’s Play—The Educator’s Opinion
The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ per...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/9/4/266 |
| _version_ | 1797417457436065792 |
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| author | Ivana Visković Esmeralda Sunko Branimir Mendeš |
| author_facet | Ivana Visković Esmeralda Sunko Branimir Mendeš |
| author_sort | Ivana Visković |
| collection | DOAJ |
| description | The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (<i>α</i> = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; <i>p</i> ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; <i>p</i> ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; <i>p</i> ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; <i>p</i> ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology. |
| first_indexed | 2024-03-09T06:19:04Z |
| format | Article |
| id | doaj.art-ad4acd1bc5a64a248f1a0be5f4a16a30 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T06:19:04Z |
| publishDate | 2019-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-ad4acd1bc5a64a248f1a0be5f4a16a302023-12-03T11:49:42ZengMDPI AGEducation Sciences2227-71022019-11-019426610.3390/educsci9040266educsci9040266Children’s Play—The Educator’s OpinionIvana Visković0Esmeralda Sunko1Branimir Mendeš2Faculty of Humanities and Social Sciences, University of Split, Poljička cesta 35, 21000 Split, CroatiaFaculty of Humanities and Social Sciences, University of Split, Poljička cesta 35, 21000 Split, CroatiaFaculty of Humanities and Social Sciences, University of Split, Poljička cesta 35, 21000 Split, CroatiaThe educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (<i>α</i> = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; <i>p</i> ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; <i>p</i> ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; <i>p</i> ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; <i>p</i> ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.https://www.mdpi.com/2227-7102/9/4/266children preschool ageeducatorsfounders of kindergartenprofessional work experience |
| spellingShingle | Ivana Visković Esmeralda Sunko Branimir Mendeš Children’s Play—The Educator’s Opinion Education Sciences children preschool age educators founders of kindergarten professional work experience |
| title | Children’s Play—The Educator’s Opinion |
| title_full | Children’s Play—The Educator’s Opinion |
| title_fullStr | Children’s Play—The Educator’s Opinion |
| title_full_unstemmed | Children’s Play—The Educator’s Opinion |
| title_short | Children’s Play—The Educator’s Opinion |
| title_sort | children s play the educator s opinion |
| topic | children preschool age educators founders of kindergarten professional work experience |
| url | https://www.mdpi.com/2227-7102/9/4/266 |
| work_keys_str_mv | AT ivanaviskovic childrensplaytheeducatorsopinion AT esmeraldasunko childrensplaytheeducatorsopinion AT branimirmendes childrensplaytheeducatorsopinion |