Comparison of attitudes of parents having children in early childhood period related to play

Pirpir, Devlet Alakoç; Er, Rukiye Konuk; Koçak, Nurcan

doi:10.1016/j.sbspro.2009.01.165

Cited by 7 publications

(4 citation statements)

References 1 publication

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“…Stakeholders who reported higher levels of education endorsed statements that depict play as an opportunity for learning and acquiring cognitive and social skills as well as academic skills. The study confirms that highly educated parents in Ghana endorse beliefs regarding the importance of play in children's learning (Fogle and Mendez, 2006;Manz and Bracaliello, 2016;LaForett and Mendez, 2016;Pirpir, Er, and Koçak, 2009). The study also adds to the literature by establishing that highly educated teachers and head teachers in Ghana endorse play as important for children's development and learning, thereby extending our understanding of how other stakeholders' beliefs about play, apart from parents' beliefs, differ by their level of education.…”

Section: Accepted Manuscript -Early Yearssupporting

confidence: 71%

“…In other contexts, for example, Asia, this conception does not always hold true. Pirpir, Er, and Koçak (2009) found that Turkish parents (both mothers and fathers) with high education status (graduated from high schools and universities) expressed positive attitudes towards play and its role in children's learning compared to those with low education status (graduated from primary schools).…”

Section: Accepted Manuscript -Early Yearsmentioning

confidence: 95%

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The role of play in children’s learning: the perspective of Ghanaian early years stakeholders

Avornyo

Baker

2018

Early Years

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The purpose of this study was to examine Ghanaian stakeholders' beliefs about the role and importance of play in early years (3 to 5 years) children's learning, referred to as playlearning beliefs. A survey design was adopted in order to gather data necessary to examine the differences among stakeholders' play-learning beliefs. A total of 292 participants completed the survey. Data was collected using a self-developed scale. A preliminary comparison of the mean differences among the stakeholders using ANOVA indicated that the head teachers and teachers perceived play as a form of learning more favourably than the parents. This difference was further explored using cluster analysis to test the hypothesis that stakeholders' education status is a factor in explaining the group mean differences. Using a two-step cluster analysis in SPSS 24.0, participants were grouped into five distinct clusters, which were most distinguishable by participant status (parent, teacher or head teacher) and their education status -high-educated head teachers, teachers and parents, moderate-educated teachers and low-educated parents. Consistent differences emerged between cluster groups when compared on the scale score. Consistent with the hypothesis, the results suggest education status is associated with stakeholders' beliefs about the role of play in children's learning.

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Section: Accepted Manuscript -Early Yearssupporting

confidence: 71%

Section: Accepted Manuscript -Early Yearsmentioning

confidence: 95%

The role of play in children’s learning: the perspective of Ghanaian early years stakeholders

Avornyo

Baker

2018

Early Years

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“…They stated that when the play is considered culturally appropriate, the participation and support of adults increase. Accordingly, Pirpir, Er and Koçak (2009), İvrendi and Işıkoğlu (2010) and Göncü and Mosier (1991) showed that middle-class Turkish parents participated in their children's plays and supported their plays or play behaviours. But these results were not supported in the studies by Artar, Onur, Çelen (2004) and Lindberg (2012).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Traditional Child Plays Based on Child Culture and Child Development

Lindberg

Cingi

Güzel

2020

TAKSAD

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“…In their homes, children played with each other, but parents generally did not enter into the children's play. A study examining the influence of education on parents' views, conducted in a province in Turkey, showed that primary-school educated parents were more likely than their university-educated counterparts to identify characteristics of play as an enjoyable activity rather than a learning activity (Pirpir, Er, & Koçak, 2009). …”

mentioning

confidence: 99%

The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions

Peterson¹,

Portier²,

Murray³

2017

J Child. Stud.

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Christine Portier is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at OISE/University of Toronto. She is a former elementary teacher who now teaches graduate courses in elementary education and conducts research on young children's oral language and writing in play contexts in northern rural and Indigenous communities.Adam Murray worked as a teacher in the city centre for Edmonton Public School Board for ten years. He is currently the principal of Kennedy Elementary School and Grimshaw Jr/Sr High School for the Peace River School Division and an advisory committee member for the Northern Oral Language and Writing through Play (NOW Play) project. As a public school educator, he is passionate about teaching children to read, and he continues to research and implement strategies that close the literacy gap of early learners.

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Comparison of attitudes of parents having children in early childhood period related to play

Cited by 7 publications

References 1 publication

The role of play in children’s learning: the perspective of Ghanaian early years stakeholders

The role of play in children’s learning: the perspective of Ghanaian early years stakeholders

Analysis of Traditional Child Plays Based on Child Culture and Child Development

The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions

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