Learning centers in the kindergarten

Manuel, Ruby (1991) Learning centers in the kindergarten. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (18MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This study focused on the use of learning centers in kindergarten. It examined: (a) the policy of the Department of Education with respect to the importance and implementation of learning centers in kindergarten, (b) the extent to which learning centers are currently being implemented in kindergarten classrooms, and (c) teachers1 perceptions of learning centers. A questionnaire was distributed to 2 50 kindergarten teachers, representing 50 percent of the kindergarten teachers of each of the Province's 33 school boards. One hundred and sixty-three, or 71 percent, of the teacher questionnaires were completed and returned. A scheduled interview was conducted with the Early Childhood Consultant for the Provincial Department of Education. The theoretical basis for the use of learning centers is found in education as 'process'. The literature review indicates that the use of learning centers is an efficient and competent means of creating a 'process' oriented classroom. Findings from the study revealed that the use of learning centers is encouraged by the Department of Education and is recommended in the major resources which it provides for the kindergarten program. Results of the study indicate that most kindergarten teachers use learning centers in their classrooms and generally perceive them to be beneficial. But many teachers believe that with respect to the implementation of learning centers, they lack sufficient professional preparation and have insufficient materials and resources to do so. Based on findings from this study, recommendations are made for further assistance and support for teachers and for further research.

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