Title

A Staff Training Model to Promote Child-Initiated Learning

Author

Connie J. Laurent, Concordia University, St. Paul
Jonelle V. Nesseth, Concordia University, St. Paul
Judith A. Wepplo, Concordia University, St. Paul

Date of Award

2000

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Capstone Instructor

Fred Bartling

Second Reader

Barbara Schoenbeck

Keywords

child-directed learning, play-based assessment

Abstract

High quality early learning experiences produce short and long-term positive effects on the development of young children. Teachers and other adults can influence cognitive, social, and emotional development with promotion of, and involvement in, child-directed learning. This manual cites research supporting the benefits of child-initiated learning in early childhood environments, and makes available a practical staff training handbook for moving staff from teacher-directed methods to child-directed learning and implementation of play-based assessment.

Recommended Citation

Laurent, C. J., Nesseth, J. V., & Wepplo, J. A. (2000). A Staff Training Model to Promote Child-Initiated Learning (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/49