Early Childhood Education Journal

, Volume 36, Issue 3, pp 281–289 | Cite as

Beyond Learning and Teaching in Preschool Free-Play Centers in Daliat el-Carmel-Isfiya

  • Clodie Tal
  • Eshtiak Fares
  • Rim Azmi
  • Waffa Waab


This article describes a group of Druze preschool and kindergarten teachers from Northern Israel who participated in an in-service course in their community. The focus of the training experience was to improve the social climate of the classroom by implementing a life-world approach. Analysis of their reports shows that the children’s meaningful learning, improved emotional coping with ordinary hardships, and mutual social support are a product of intervention that involves multiple, interrelated activity channels: staff collaboration, guided small group discussions, informal discussions, cooperation with parents and community agents, and free play. Each activity channel is associated with a compatible, dominant, learning modality and a predominant interpersonal process—free play, for example, is mainly associated with free inquiry and discourse among children, whereas group activity is also likely to be associated with learning guided by educators.


Life-world approach Preschools Free-play Ecological approach Early childhood education In-service training 


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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  • Clodie Tal
    • 1
  • Eshtiak Fares
    • 2
  • Rim Azmi
    • 2
  • Waffa Waab
    • 2
  1. 1.Levinsky College of EducationTel AvivIsrael
  2. 2.Ministry of EducationDaliat el-Carmel-IsfiyaIsrael

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