TY - JOUR
T1 - Early Years Educators at Play
T2 - A Research-based Early Childhood Professional Development Program
AU - Kilinc, Sultan
AU - Kelley, Michael
AU - Millinger, Jenny
AU - Adams, Korbi
N1 - Funding Information:
Authors’ note: this article highlights research-based best practices for designing early childhood education (ece) professional development (Pd) programs, and then links those practices to a classroom-embedded Pd program, called early Years educators at Play (eYePlay). eYePlay is a program of childsplay, funded through a grant from helios education Foundation (www.helios.org) and supported by research from Arizona State university. the eYePlay Pd program prepares preschool teachers to effectively incorporate drama strategies into their literacy practices with 3-, 4-, and 5-year-old children.
Publisher Copyright:
©, Copyright Association for Childhood Education International.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2016/1/2
Y1 - 2016/1/2
N2 - Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. Through performance, children learn skills related to organization, collaboration, emotional competence, compassion, and literacy. Children learn best when their lessons include rich, multi-faceted and participatory elements; drama and theater can help augment learning by involving physical movement and child participation to aid in comprehension and memory. In this article, the authors discuss a professional development program designed to support teachers in employing drama strategies for literacy instruction with 3- to 5-year-old children.
AB - Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. Through performance, children learn skills related to organization, collaboration, emotional competence, compassion, and literacy. Children learn best when their lessons include rich, multi-faceted and participatory elements; drama and theater can help augment learning by involving physical movement and child participation to aid in comprehension and memory. In this article, the authors discuss a professional development program designed to support teachers in employing drama strategies for literacy instruction with 3- to 5-year-old children.
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U2 - 10.1080/00094056.2016.1134242
DO - 10.1080/00094056.2016.1134242
M3 - Article
AN - SCOPUS:85026472114
VL - 92
SP - 50
EP - 57
JO - Childhood Education
JF - Childhood Education
SN - 0009-4056
IS - 1
ER -