ERIC
public full text
Public Domain
Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor
Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability.
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- PEDAGOGICAL CONDITIONS FOR OPTIMIZING PLAY-BASED LEARNING ACTIVITIES IN PRESCHOOLS VIA INFORMATION AND COMMUNICATION TECHNOLOGIES#990487
- Implementation and evaluation of play-based learning in the kindergarten classroom#417139
- Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education#1264668
- Effectiveness of Play-Based Training on Executive Functioning in Pre-School Children#839045
- O Brincar nas práticas de saúde de terapeutas ocupacionais no Brasil#823939
Record · ID 1264719
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive