M.A. School Psychology
College of Science & Mathematics
Play; Preschool children; Early childhood special education
Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Special Education and Teaching
The purpose of the study was to examine the learning center choices of preschool students who received special education services and preschool students who did not receive special education services in order to identify the preference of teacher-led vs. student-led learning centers. Both children who receive special education services and children who do not receive services displayed a wide range of choosing student led and teacher led centers. It is hypothesized that there will be a difference between the student led center vs. teacher led center between children who receive special education services and children who do not. The study builds upon the evidence-based research of the positive effects of play and the importance of play for children of all ages and abilities. This study can assist in future research on recognizing the importance of play and identifying learning center choices as well as analyze the choices of specific learning centers for preschoolers receiving special education services versus preschool children who are not receiving special education services.
Morelos, Hailey S., "Making room for play: preschool center choices" (2016). Theses and Dissertations. 1628.