One preschool teacher's approach to play intervention: An interpretive study based on Vygotsky's concept of activity

This study explores how the social interactions in a play intervention are socially constructed by the teacher and the children within the context of classroom organization and structure. Further, it explores how the organization and structure of the classroom are affected by the demands placed on the teacher by the preschool in which she works, by her beliefs about child development, and by the larger contemporary discourse on early childhood education.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education, Early Childhood

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Chen, Jeng-Chyan

Contributors dc:contributor

• Spodek, Bernard

• Education, Early Childhood

Statement dc:rights

• Copyright 1992 Chen, Jeng-Chyan

Language dc:language

eng

Identifier

AAI9305489
(UMI)AAI9305489

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23485