Abstract
Researchers exploring children’s perceptions of play in a prekindergarten and a K/1 classroom found a new category of classroom activities that combined elements of play and work. These blended learning activities were characterized by blurred lines between play and work, shared control of classroom activities, and spontaneity present in the learning experiences.
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Cooney, M.H., Gupton, P. & O’Laughlin, M. Blurring the lines of play and work to create blended classroom learning experiences. Early Childhood Educ J 27, 165–171 (2000). https://doi.org/10.1007/BF02694230
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DOI: https://doi.org/10.1007/BF02694230