Abstract
ABSTRACT Play is part of childhood. Play is also part of development. Theoretical frameworks serve to provide scientific research-based support for grounded educational design and practice of play spaces is both educationally sound and developmentally appropriate. This project piloted a matrix tool in a case study to assess play spaces at an early childhood laboratory school. Results analyze the integration of theory and developmental knowledge in the design of an early childhood lab school’s play spaces. This study serves to encourage continued, careful analysis and construction of play spaces which facilitate developmentally and educationally appropriate practices. Through the employment of the play space matrix, educators can assess theoretical goals associated with play and learning spaces and determine if these are being accomplished.
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