Date of Award
Master of Arts in Education
child-directed learning, play-based assessment
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 CitationLaurent, 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
Available when logged in with your CSP email address and password.
For users outside of the CSP community, use the "Request Access" button to submit a request for full text.