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Document Type

Poster

Description

It is widely known within the field of Early Childhood Education that play lays a foundation for life-long learning in a child’s life. Furthermore, the partnerships between a parent and educator are crucial for the holistic development of a child. This study explored immigrant parents’ perceptions of play-based learning and analyzed their relationships with their child’s educators. This qualitative study used a narrative design approach and collected data through semi-structured face-to-face interviews which took place with immigrant parents. The data revealed that the participants do not understand the full benefits of play-based learning. Four major themes emerged from the findings; social learning & outdoor play, academic success, restricted learning, and dissatisfied relationships with educators.

Publication Date

4-6-2020

Keywords

play-based learning, early childhood education care, ECEC, ECE, early childhood education in Canada, kindergarten, immigrant parents, play learning, RECE, early childhood educators, early childhood environments, preschool, sikh

Disciplines

Curriculum and Instruction | Early Childhood Education | Education

Faculty

Faculty of Applied Health & Community Studies (FAHCS)

Terms of Use

Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Immigrant Parents’ Understanding of Play-based Learning

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