"While children with language delays or emotional disorders have been long thought to benefit from play interventions, typically developing children are usually expected to develop play skills on their own. This approach, while valid in the past, may no longer be sufficient because of dramatic changes in the culture of childhood have resulted in a situation where an early childhood classroom may be the only place where many children have the opportunity to learn how to play."
Bodrova, E., & Leong, D. (2010). Curriculum and Play in Early Child Development.
Encyclopedia on Early Childhood Development. retrieved from http://scholar.google.com
"Our research shows that an emphasis on play does not detract from academic learning but actually enables children to learn. In classrooms where children spent 50-60 minutes of a two-and-a-half-hour program in play supported by teachers' use of Vygotskian strategies to enhance play, children scored higher in literacy skills than in control classrooms (Bodrova & Leong 2001).
Bodrova, E., & Leong, D. J. (2003). Chopsticks and Counting Chips. Young Children.
retrieved from http://scholar.google.com
"Parents can't afford to pay,
Teachers and providers can't afford to stay,
Help us find a better way."
Worthy Wage Campaign Jingle, 1992
Whitebook, M., & Eichberg, A. (2002). Finding a better way: Defining and assessing public policies to
improve child care workforce compensation.
retrieved from http://scholar.google.com
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