Term
Spring 2021
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Kelly Killorn
Content Expert
Emily York
Abstract
Kindergarten has become a grade level that includes intensive academic demands. The literature reviewed in this capstone states that pushing academic skills upon early learners when they are not developmentally ready can be detrimental to their success. The research shows that play has vast benefits for early learners and should be considered an essential classroom activity. While this is the case, the time allotted for play during the kindergarten school day is steadily decreasing. This capstone uses literature along with the creation of a professional development workshop and stakeholder presentations to answer the question: How might stakeholder support be garnered for the implementation of play-based, explorative, child-initiated learning activities in kindergarten? This project provides a research-driven professional development workshop and stakeholder presentations that advocate for the implementation of play-based learning in kindergarten classrooms.
Project Type
Professional Development, Advocacy Presentations
Keywords
Brain-based Learning, Developmentally Appropriate Practice, Early Childhood, Learning Styles
Recommended Citation
Marston, Katherine, "Play-based Learning For Young Students" (2021). School of Education and Leadership Student Capstone Projects. 615.
https://digitalcommons.hamline.edu/hse_cp/615
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects