abstract: The purpose of this study is to portray kindergarten teachers' developmentally appropriate practices in order to authenticate the essential component of play. Recently, student achievement has been the primary focus in Early Childhood Education, and play is seen as an action that precludes academic learning. This is a qualitative study of teachers' perceptions and teaching practices through observations, interviews, surveys, and journal reflections. The study found that participant kindergarten teachers: (1) have a developing understanding of the positive impact play has on student development, yet they are not aware of how to successfully implement play in their classroom; (2) tend to be more work driven than play driven in their daily activities; and (3) perceive play occurrs when manipulatives are made available for student use, however, the activities are largely teacher-directed in contrast to student initiated play. In summary, participant kindergarten teachers were found to be hesitant to let their control shift to child-initiated learning. There are gaps between teacher knowledge of how child initiated play impacts learning and the actual classroom implementation of child initiated play. Teachers need further development to understand how to use materials to integrate play into daily lessons. It is important to widely disseminate and support the use of Early Childhood National Board Standards regarding play in kindergarten classrooms. Kindergarten teachers require professional development that permits the integration of knowledge of play and the implementation of play in an increasingly accountability driven environment. Keywords: Play; Perceptions of play; Learner-Centered; Developmentally Appropriate Practice (DAP); National Board Certification National Board Certified Teacher (NBCT); National Board for Professional Teaching Standards (NBPTS); English Language Learners (ELL); English Language Development (ELD) / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

280f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-07T18:01:11Z No. of bitstreams: 1 Tese Urania Oliveira.pdf: 1379629 bytes, checksum: 645fae7bb8dcf17b09a262f7f9ef8b01 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-08T11:45:13Z (GMT) No. of bitstreams: 1 Tese Urania Oliveira.pdf: 1379629 bytes, checksum: 645fae7bb8dcf17b09a262f7f9ef8b01 (MD5) / Made available in DSpace on 2013-05-08T11:45:14Z (GMT). No. of bitstreams: 1 Tese Urania Oliveira.pdf: 1379629 bytes, checksum: 645fae7bb8dcf17b09a262f7f9ef8b01 (MD5) Previous issue date: 2007 / Este trabalho trata de um projeto de pesquisa-ação realizado com um grupo de jovens de um bairro popular de Salvador que buscou compreender os potenciais emancipatórios que a atividade do Teatro-Educação poderia propiciar aos participantes. Atrelado a essa perspectiva buscou-se a elaboração de uma metodologia de ensino do teatro, a partir de jogos teatrais, da história de vida de cada aluno, da utilização de peças teatrais — que no caso específico desse estudo foram as peças didáticas de Bertolt Brecht —, e de técnicas de interpretação, que possibilitasse um processo de conscientização, um aperfeiçoamento técnico na arte de interpretar e a criação de textos teatrais referenciados na vivência dos participantes. Paralelamente ao trabalho de campo, foi realizada uma revisão bibliográfica centrada na teoria do teatro pobre, de Jerzy Grotowski; no teatro da crueldade, de Antonin Artaud; na realidade da cena com comportamentos inspirados na vida real, de Constantin Stanislavski. Também foram abordadas teorias de autores que têm proximidade com as pedagogias críticas e libertárias. A pesquisa resultou num espetáculo com os jovens participantes, aliando a experiência de vida de cada um a técnicas teatrais, resultando daí sujeitos mais críticos, com maior autonomia e uma interação com a realidade mais refinada, para composição de espetáculos cuja comunicação com o público seja eficaz e demonstre apuro técnico. / Salvador

Master of Science / Department of Apparel, Textiles, and Interior Design / Sherry J. Haar / Inspired by people and objects of the late 1950s/early 1960s, textile patterns were created to use as a tool in the education of children through play. Four themes were developed, with three main prints in each theme. These twelve prints had a coordinating print and solid colors designed, and were utilized in the development of paper doll clothing. Representing the look of Jacqueline Kennedy, the paper dolls feature a pearl necklace, sunglasses, and a brunette hairstyle. Fabric was also printed on using a home-based ink jet printer, and used to construct a garment for an 18-inch, three dimensional doll. The final outcomes were exhibited in a display window, with an interactive element for adults and children at the opening reception.