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Play in the Early Years 3rd Revised edition [Mīkstie vāki]

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(Monash University, Victoria)
  • Formāts: Paperback / softback, 280 pages, height x width x depth: 255x190x13 mm, weight: 695 g, Worked examples or Exercises; 10 Tables, color; 80 Halftones, color; 10 Line drawings, color
  • Izdošanas datums: 24-Mar-2021
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 1108821146
  • ISBN-13: 9781108821148
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Play in the Early Years 3rd Revised editionPalielināt
  • Formāts: Paperback / softback, 280 pages, height x width x depth: 255x190x13 mm, weight: 695 g, Worked examples or Exercises; 10 Tables, color; 80 Halftones, color; 10 Line drawings, color
  • Izdošanas datums: 24-Mar-2021
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 1108821146
  • ISBN-13: 9781108821148
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781108821148.html
Keywords:
Play is crucial to the learning and development of children in the early years. The third edition of Play in the Early Years is a comprehensive introduction to the theory and practice of play for children from birth to 8 years old. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into early years settings and primary classrooms. This edition features a new chapter on conceptual playworlds, which demonstrates what conceptual playworlds look like to infants and toddlers, pre-schoolers, and children transitioning into school. The text features classroom vignettes and photographs designed to help students connect theory to practice, and reflection questions and research activities encourage in-depth reflection and extend learning. Highly regarded by early childhood researchers and practitioners alike, Play in the Early Years remains an essential resource for pre-service students.

The third edition of Play in the Early Years is a comprehensive introduction to the theory and practice of play for children from birth to 8 years old. This text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into early years settings and primary classrooms.

Papildus informācija

A comprehensive introduction to the theory and practice of play for children from birth to 8 years old.
Acknowledgements viii
Guide to online resources ix
Chapter 1 What is play? 1(22)
Introduction
2(1)
What is play?
3(3)
Play memories
6(7)
Intergenerational play memories
13(8)
Supporting school play
21(1)
Conclusion
22(1)
Acknowledgements
22(1)
Chapter 2 Children's perspectives on play 23(18)
Introduction
24(1)
Understanding infants' and children's perspectives
25(6)
What children say about their play
31(3)
Creating the conditions for gaining the child's perspective
34(5)
Interpreting data on children's perspective
39(1)
Conclusion
40(1)
Chapter 3 Families at play 41(16)
Introduction
42(1)
Historical understanding of play
43(2)
Learning to play
45(10)
Conclusion
55(1)
Acknowledgements
56(1)
Chapter 4 Digital play and digital tools to support learning 57(28)
Introduction
58(2)
Infants' and children's technological contexts
60(2)
Technological toys for supporting children's play
62(7)
Digitally amplified environments
69(4)
The program in action
73(11)
Conclusion
84(1)
Acknowledgements
84(1)
Chapter 5 Playing in schools 85(17)
Introduction
86(1)
How do we support play in schools?
86(4)
Developmental education: A case study from the Netherlands
90(2)
Play-based approach
92(4)
A play-based inquiry approach in schools that supports learning the content of the Australian Curriculum
96(2)
Practical examples of support for a play-based approach in schools
98(2)
Conclusion
100(2)
Chapter 6 Lenses on play: Classical and developmental theories of play 102(13)
Introduction
103(2)
Analysing play observations
105(1)
Classical theories of play
106(4)
Developmental theories of play
110(4)
Critiques of developmental models of play
114(1)
Conclusion
114(1)
Chapter 7 Lenses on play: Post-structuralist analyses of children's play 115(19)
Introduction
116(1)
Post-structuralist theory of play
116(10)
Play in undemocratic institutions
126(5)
Using post-structuralism and posthumanism/new materialism in the context of children's play
131(2)
Conclusion
133(1)
Chapter 8 Lenses on play: Cultural-historical conceptions of play 134(33)
Introduction
135(1)
A cultural-historical understanding of play
135(13)
Cultural-historical models of play
148(18)
Conclusion
166(1)
Acknowledgements
166(1)
Chapter 9 Play in the curriculum 167(21)
Introduction
168(3)
Analysing play in the curriculum
171(1)
The elasticity of curricula: A case example from Australia
172(2)
A case example from New Zealand
174(1)
Reggio Emilia, Italy
175(1)
The playing learning child: A case example from Sweden
176(4)
Teaching in play-based programs
180(7)
Conclusion
187(1)
Acknowledgements
187(1)
Chapter 10 Conceptual PlayWorlds: Intentional teaching in play-based settings 188(22)
Introduction
189(1)
Introducing a Conceptual PlayWorld
189(2)
A pop-up Conceptual PlayWorld of Rosie's Walk
191(9)
A Conceptual PlayWorld for infants and toddlers
200(2)
Using a Conceptual PlayWorld to support children transitioning to school
202(3)
Planning your own Conceptual PlayWorld
205(3)
Conclusion
208(1)
Acknowledgements
209(1)
Chapter 11 Planning for play development 210(25)
Introduction
211(1)
The relationship between play, learning and development
212(2)
Challenges for play, learning and development
214(2)
Theory of mind and play
216(1)
Play and imagination
217(2)
Planning to develop play complexity
219(2)
Planning play environments
221(3)
Supporting the youngest players: Building relationships in play
224(3)
Planning for the development of multiliteracies through play: A case example
227(7)
Conclusion
234(1)
Chapter 12 Assessment through, of and for play 235(20)
Introduction
236(2)
Assessment through play
238(4)
Assessment of play
242(4)
Assessment for play
246(2)
What theory drives your play practices?
248(1)
Self-assessment of play practice: What theory drives your beliefs?
249(5)
Conclusion
254(1)
Acknowledgements
254(1)
Chapter 13 Being a play activist 255(13)
Introduction
256(1)
Advocating for play
257(1)
Discourses
258(1)
Taking a position: Banning play
259(2)
Taking a position: School playground play
261(2)
Play as a leading activity in the early years
263(4)
Conclusion
267(1)
References 268(15)
Index 283
Marilyn Fleer is an Australian Research Council Kathleen Fitzpatrick Laureate Fellow, who holds the Foundation Chair of Early Childhood Education and Development in the Faculty of Education, Monash University. She is an Honorary Research Fellow in the Faculty of Education at the University of Oxford, a Second Professor at Western Norway University of Applied Sciences and an Honorary Professor at the Danish School of Education, Aarhus University, Denmark. She was awarded the 2019 Ashley Goldsworthy Award for outstanding leadership in universitybusiness collaboration.