TY - JOUR
T1 - Exploring multisensory experiences in infants’ learning and development in the child care classrooms
AU - Shin, Minsun
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Infants come to know about the world and develop an understanding about themselves through multisenses. This qualitative case study aimed to explore how three infant head teachers engaged in and facilitated various multisensory play activities in their classrooms. Natural, in-class, non-participatory observations were conducted at a child care centre in the U.S. The findings of this study illustrated how the infant teachers in this study provided, promoted, and scaffolded multisensory experiences in their daily practices. The findings also highlighted that the infant teachers adapted sensory experiences to meet individual preferences, needs, interests, and changing developmental status of their infants.
AB - Infants come to know about the world and develop an understanding about themselves through multisenses. This qualitative case study aimed to explore how three infant head teachers engaged in and facilitated various multisensory play activities in their classrooms. Natural, in-class, non-participatory observations were conducted at a child care centre in the U.S. The findings of this study illustrated how the infant teachers in this study provided, promoted, and scaffolded multisensory experiences in their daily practices. The findings also highlighted that the infant teachers adapted sensory experiences to meet individual preferences, needs, interests, and changing developmental status of their infants.
KW - day care
KW - infant caregiving
KW - Infant play
KW - infant teacher
KW - sensory play
UR - http://www.scopus.com/inward/record.url?scp=85075442614&partnerID=8YFLogxK
U2 - 10.1080/03004430.2019.1695127
DO - 10.1080/03004430.2019.1695127
M3 - Article
AN - SCOPUS:85075442614
SN - 0300-4430
JO - Early Child Development and Care
JF - Early Child Development and Care
ER -