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dc.contributor.advisorCharner-Laird, Meginen_US
dc.contributor.authorCiman, Eleanor
dc.contributor.authorOfiesh, Eleanor
dc.creatorCiman, Eleanoren_US
dc.creatorOfiesh, Eleanoren_US
dc.date2021-11-24T14:05:39.000en_US
dc.date.accessioned2021-11-29T11:34:12Z
dc.date.available2021-11-29T11:34:12Z
dc.date.issued2021-05-01en_US
dc.date.submitted2021-08-31T11:13:14-07:00en_US
dc.identifierhonors_theses/317en_US
dc.identifier.urihttp://hdl.handle.net/20.500.13013/798en_US
dc.description.abstractThe purpose of this thesis is to explore how informal play can influence communication development and social-emotional learning in elementary-aged children. In addition, ideas of rejection from play opportunities and the benefits of play-based learning environments were examined. These topics were explored through a comprehensive literature review that covered 18 articles, texts, and journals. It was found that informal play positively influences communication development and social-emotional learning. This is supported by play-based learning environments. This thesis recommends that teachers implement a play-based learning environment into the classroom, as well as opportunities for informal play and academic play during the school day.en_US
dc.titleLearning Through Play in the Elementary Classroomen_US
dc.typeThesisen_US
dc.legacy.pubstatuspublisheden_US
dc.description.departmentSchool of Educationen_US
dc.type.degreeBachelor of Science (BS)en_US
dc.legacy.pubtitleHonors Thesesen_US
dc.legacy.identifierhttps://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1317&context=honors_theses&unstamped=1en_US
dc.legacy.identifieritemhttps://digitalcommons.salemstate.edu/honors_theses/317en_US
dc.legacy.identifierfilehttps://digitalcommons.salemstate.edu/context/honors_theses/article/1317/type/native/viewcontenten_US


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