Citation

Wing LA. Early Child Res. Q. 1995; 10(2): 223-247.

Copyright

(Copyright © 1995, Elsevier Publishing)

DOI

10.1016/0885-2006(95)90005-5

PMID

unavailable

Abstract

Using qualitative methods of participant observation and in-depth interviewing, this research explored kindergarten and first and second grade children's perceptions of classroom activities. Young children perceived classroom activities in terms of what they considered to be work and what they considered to be play. Children identified many messages they received from the classroom context, their peers, and their teachers that contributed to their distinctions. Distinguishing elements included the obligatory nature of activities, the cognitive and physical effort required, the involvement and evaluation of the teacher, and the fun children experienced while engaged in activities. Children saw some activities as "in-between" work and play. A work-play continuum is presented that incorporates children's characterizations.