Abstract
The purpose of the study is to find out how guided play impacts language learning and to what extent a private kindergarten incorporates it into its preschool curricula. The study investigates preschool teachers’ perceptions and holistic understanding of play and examines how they implement guided play in practice. This is an intrinsic case study that adapts QUAL->QUAL+quan->QUAL mixed-method research. The participants of the study, the students and the teacher, 8 in total, are selected with purposive sampling. Several tools are used: observations, interviews, reflections/diaries, and drawings. The study lasts for six weeks having observations once a week for two hours in a formal setting in a private kindergarten.
Presenters
Ani SargsyanInstructor, Teaching English as a Foreign Language MA Program, American University of Armenia, Erevan, Armenia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
GUIDED PLAY, SCAFFOLDING, HUMAN MEDIATION, TEACHER'S PERCEPTIONS, TEACHER'S ROLES
