Semester
Summer
Date of Graduation
2009
Document Type
Thesis
Degree Type
MA
College
College of Education and Human Services
Department
Learning Sciences and Human Development
Committee Chair
Barbara G. Warash
Committee Co-Chair
Amy Kennedy Root
Committee Member
Joy Faini Saab
Abstract
There is currently a trend to push academics due to laws such as the No Child Left Behind Act (2001) which holds schools accountable for academic learning. Play and creativity are being eliminated in early childhood even though theorists state the value of these elements in the overall development of young children. The purpose of the study was to examine the primary caregivers' values of play and creativity in early childhood and their child's academic self-esteem. Primary caregivers recruited from a university preschool completed the Parent's As A Teacher Inventory (PAAT) and the teachers of the school rated the children using the Behavioral Academic Self-Esteem (BASE) scale. It was found that primary caregivers valued play and creativity. They placed the endorsement of play and creativity over that of academics. Findings revealed that primary caregivers' value of play was a significant predictor of a child's self-confidence.
Recommended Citation
Martino, Jill M., "Primary caregivers' values of play and creativity in early childhood in relation to children's academic self-esteem" (2009). Graduate Theses, Dissertations, and Problem Reports. 780.
https://researchrepository.wvu.edu/etd/780