Creating Inclusive, Literacy-Embedded Play Centers in a Children's Museum: Connecting Theory to Practice
Department or Administrative Unit
Language, Literacy and Special Education
Preservice teachers enrolled in an early literacy or developmental preschool course collaborated in order to create inclusive, literacy-embedded play centers at a local children's museum. Using a grounded theory approach, theoretical questions were generated after analyzing multiple data sources. The focus of this paper is how preservice teachers connected theory to practice in an authentic setting. The importance of connecting theory to practice, the place of play in assessment, and the viability of children's museums as alternative field placements are discussed. Implications for preservice teacher education are presented.
Spybrook, J., & Walker, S. L. (2012). Creating Inclusive, Literacy-Embedded Play Centers in a Children’s Museum: Connecting Theory to Practice. Journal of Early Childhood Teacher Education, 33(4), 382–391. https://doi.org/10.1080/10901027.2012.732668
Journal of Early Childhood Teacher Education
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