By Janet Moyles, ed.
Play as a winning studying and educating adventure continues to be key to early schooling. the hot version of this well known e-book keeps to obviously illustrate key play theories in perform. it's been comprehensively revised to incorporate the most recent study and perform within the box. Key positive factors contain: Contributions from major specialists within the box who're obsessed with the distinction of play valuable positive factors in each bankruptcy together with sensible examples, boxed bankruptcy summaries, cameos and finish of bankruptcy questions References and additional examining the recent version comprises: a brand new Foreword through Wendy Scott, President of TACTYC 10 new chapters that mirror the most recent pondering in play and early years curriculum perform This publication is vital analyzing for everybody operating or education to paintings within the early years. members: Angela Anning, Pat Broadhead, Tina Bruce, Tricia David, Dan Davies, Bernadette Duffy, Aline Wendy Dunlop, Hilary Fabian, Jan Georgeson, Kathy Goouch, Rose Griffiths, Justine Howard, Alan Howe, Helen Jameson, Neil Kitson, Sara Knight, Janet Moyles, Theodora Papatheodorou, Rod Parker-Rees, Jane Payler, Linda Pound, Sacha Powell, Wendy Scott, David Whitebread, Marian Whitehead
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Extra info for The Excellence of Play
Sample text
Playful pedagogies are essentially those in which the teacher or practitioner interacts in playful ways with the children (Goouch 2008), the intention being to shape curriculum outcomes without ‘formal’ approaches. The practitioner’s style respects and values the children’s contributions to their own learning and allows for children’s ownership of the activities. Within a playful pedagogy the play may be co-constructed between adults and children, and the adult acts as a sensitive co-player in line with the children’s own intentions and meanings.
Van, Leeuwen, T. van and Boschlooo, A. (2009) Explorations in Learning and the Brain: On the Potential of Cognitive Neuroscience for Educational Science. New York: Springer. Kagan, S. and Lowenstein, A. (2004) School readiness and children’s play: contemporary oxymoron or compatible option? In E. Zigler, D. Singer and S. Bishop-Josef (eds) Children’s Play: The Roots of Reading. Washington, DC: Zero-to-Three Press. Kelvin, K. and Lauchlan, L. (2010) Thinking through transition, pedagogy and play from early childhood education to primary.
Sara Knight starts with the premise that there is a move towards the reintroduction of wilder outdoor play but that there is understandable reluctance on the part of some practitioners to engage with this. She stresses that there are many reasons why risk-taking and outdoor play is important for children and playful pedagogies, and describes one initiative for wilder and riskier play: Forest School. In the final and longest part of this edition, there are six chapters with broad-ranging foci. Chapter 13, by psychologist Justine Howard, argues that education should be concerned with the whole child and not just the development of skills and knowledge.