This book takes a detailed look at the complex area of young children's play as it is understood in the early twenty-first century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries as different as England and the USA, Sweden and the Netherlands, Australia and New Zealand. It examines contemporary thinking about the role of play in the early years from a range of perspectives, and offers new ways to understand and define the relationship between learning and play. Its contributors bring together theory, practice and research evidence to make their arguments, which are illustrated through a range of international, cross-cultural examples.
Contributors: Jo Ailwood, Joy Cullen, Brian Edmiston, Marilyn Fleer, Helen Hedges, Barbara Jordan, Anna Kilderry, Annica Lofdahl, Alex Moran, Andrea Nolan, Bert van Oers, Ann Merete Otterstad, Jeannette Rhedding-Jones, Sue Rogers, Annette Sandberg, Tuula Vuorinen.
Brooker / Edwards
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Weitere Infos & Material
Preface
Introduction: from challenging to engaging play
Reconceptualising the play-pedagogy relationship: from control to complexity
Whose goals and interests? The interface of children's play and teachers' pedagogical practices
Learning to play, or playing to learn? Children's participation in the cultures of homes and settings
Reflecting the child: play memories and images of the child
The significance of teacher conceptual and contextual intersubjectivity for affording concept formation in children's play
The productivity of desires: doing girl otherwise
Co-constructing knowledge: children, teachers and families engaging in science-rich curriculum
Postdevelopmentalism and professional learning: implications for understanding the relationship between play and pedagogy
Who gets to play? Peer groups, power and play in early childhood settings
Framing play for learning: professional reflections on the role of open-ended play in early childhood education
Powerful pedagogies and playful resistance: role play in the early childhood classroom
Using power on the playground
Let the wild rumpus begin! The radical possibilities of play for young children with disabilities
Children's enculturation through adult guidance in the context of play activities
Playing with some tensions: poststructuralism, Foucault and early childhood education
Afterword
Dr Liz Brooker is Senior Lecturer at the Institute of Education, University of London, where she is involved in doctoral training in research methods, after a career spent working with young children.
Her research has focused on the transitions made by young children and their families as they move from the home and community environment into pre-school settings and then into formal schooling, with a special emphasis on the experiences of children from disadvantaged backgrounds. Her interpretation of these experiences employs perspectives from cultural-historical theory and from the sociology of childhood, but is also informed by the sociological theories of Bernstein and Bourdieu, and the explanations these offer for the persistence of inequalities.
Dr Susan Edwards is Senior Lecturer at Monash University, Australia. Susan has taught in early childhood settings and in Higher Education. Her research interests include examining how teachers perceive different dimensions of the early childhood curriculum, including their understandings of development, learning and play from a cultural historical perspective. Susan is interested in examining how these dimensions of curriculum relate to teacher pedagogy and professional learning in early childhood education. Additional areas of research interest include the role of ICTs in early learning and higher education. Susan has won national and university awards for teaching excellence for the development of innovative approaches to teacher education which inspire and motivate student learning.
