Families' Experiences of a Universal Play-Based Early Childhood Program in Nova Scotia: Implications for Policy and Practice

Autor/inn/en	Carolan, Patrick L.; McIsaac, Jessie-Lee D.; Richard, Brenna; Turner, Joan; McLean, Christine
Titel	Families' Experiences of a Universal Play-Based Early Childhood Program in Nova Scotia: Implications for Policy and Practice
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 4, S.550-566 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McIsaac, Jessie-Lee D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1773588
Schlagwörter	Early Childhood Education; Play; Foreign Countries; Parent Attitudes; Educational Finance; Educational Policy; Preschool Children; Student Attitudes; Public Schools; Attendance; School Readiness; Canada + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Ausland; Elternverhalten; Bildungsfonds; Politics of education; Bildungspolitik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülerverhalten; Public school; Öffentliche Schule; Anwesenheit; Readiness for school; School ability; Schulreife; Kanada
Abstract	This study examined families' experiences of a publicly funded, play-based early learning program for children in the year before school entry. An online survey was conducted with parents and/or guardians (n = 291) to learn about their child's outcomes in the program, their perception of play-based learning, attitudes toward the program, and how the program supported their family. Socio-demographic information was also collected (income, education). A concurrent triangulation mixed methods design was used in the analysis of quantitative and qualitative survey questions through descriptive and inferential statistics, followed by content analysis of open-ended responses. The majority of parents felt their child was supported by the program and would transition more easily to the first year of school as a result of participating. The results also indicate the importance of connection to school community and good communication with a child's educators as predictors for positive attitudes toward play-based learning. Overall, the study reinforces the importance of publicly funded quality early childhood education and ensuring that parents value the play-based philosophy of these programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01