Assessing, teaming, and reflecting: Student outcomes from participating in a play-based assessment

Author(s): Bruns, Deborah A.; Cooley, Marissa
Date Issued: October 2010
Description: An account of the inclusion of a play-based assessment (PBA) of children's development into early childhood special education preservice teachers' curricula
show entire record ↓
Journal Title: Journal of Early Childhood Teacher Education
Volume Number: 31
Issue Number: 4
Page Range: 344-359
Topics: Child Care & Early Education Provider Workforce > Education, Certification, & Credentialing
Country: United States
ISSN: 1090-1027 Paper
1745-5642 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The multiple meanings of play: Exploring preservice teachers' beliefs about a central element of early childhood education Reports & Papers
Teaching all children: Preparing early childhood preservice teachers in inclusive settings Reports & Papers
Beyond learning and teaching in preschool free-play centers in Daliat el-Carmel-Isfiya Reports & Papers
Preschool teachers' play experiences then and now Reports & Papers
Experiential learning and play in prek and kindergarten Fact Sheets & Briefs

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate