Erica Danniels
Dados Biográficos
| ID | 4420741 |
|---|---|
| NOME | Erica Danniels |
| PRENOMES | Erica |
| SOBRENOME | Danniels |
| ASSINATURA | DANNIELS E |
| AFILIAÇÕES | University of Toronto |
| ORCID | 0000-0003-2257-3996 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities
As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically developing peers. Consequently, issues related to social participation and inclusion may be particularly sa…
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Supporting children's self-regulation development in play-based kindergarten classrooms
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
Because ‘everybody believes in different things’
Societies are becoming increasingly pluralistic, yet acceptance of differing points of view remains an issue. Thus, it is important to understand how young children think about issues related to acceptance of differing views and factors that may be related to sharing greater levels of tolerance. A total of 167 kindergarten students (ages 4–5) were presented with pictures of hypothetical peers and told that each peer held an opposing view from the…
Promoting inclusion in play for students with developmental disabilities
Children identified with developmental disabilities or delays (DD) are increasingly being educated in inclusive mainstream classroom environments. At the kindergarten level, there have been pedagogical shifts towards the promotion of play-based learning, with few resources addressing how teachers can support inclusion in play. Forty-two Ontario kindergarten teachers completed an online survey with open-ended questions regarding the promotion of p…
A Model for Assessment in Play-Based Kindergarten Education
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Re…
The role of technology in supporting classroom assessment in play-based kindergarten
A Continuum of Play-Based Learning
Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodol…
A Continuum of Play-Based Learning
Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodol…
The role of technology in supporting classroom assessment in play-based kindergarten
A Model for Assessment in Play-Based Kindergarten Education
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Re…
Because ‘everybody believes in different things’
Societies are becoming increasingly pluralistic, yet acceptance of differing points of view remains an issue. Thus, it is important to understand how young children think about issues related to acceptance of differing views and factors that may be related to sharing greater levels of tolerance. A total of 167 kindergarten students (ages 4–5) were presented with pictures of hypothetical peers and told that each peer held an opposing view from the…
Promoting inclusion in play for students with developmental disabilities
Children identified with developmental disabilities or delays (DD) are increasingly being educated in inclusive mainstream classroom environments. At the kindergarten level, there have been pedagogical shifts towards the promotion of play-based learning, with few resources addressing how teachers can support inclusion in play. Forty-two Ontario kindergarten teachers completed an online survey with open-ended questions regarding the promotion of p…
Supporting children's self-regulation development in play-based kindergarten classrooms
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities
As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically developing peers. Consequently, issues related to social participation and inclusion may be particularly sa…
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Psychology (9 obras) · Pedagogy (8 obras) · Early Childhood Education and Development (6 obras) · Mathematics education (6 obras) · Child Development and Digital Technology (4 obras) · Developmental psychology (4 obras) · Social Psychology (4 obras) · Social Psychology (4 obras) · Curriculum (3 obras) · Early childhood education (3 obras)