Thinking about Play

Erscheinungsjahr 2010
ISBN: 978-0-335-24110-1
Verlag: Open University Press

Buch, Englisch

"Thinking about Play. cleverly brings together research-based chapters from experienced Early Years practitioners and academics who provide knowledge the field desperately needs to ensure young children can engage in play - laying their own meaningful foundations for their later education."

Tricia David, Emeritus Professor of Education, Canterbury Christ Church University, UK

This edited collection brings together play and reflective practice and supports practitioners in reflecting more deeply on the play provision they make for young children. This involves analysing and evaluating what makes quality play and learning experiences by considering how current research might impact on practice.

Key features:

- Introduces the concept of 'playful pedagogies' and explains how it relates to practice

- Each chapter starts with an abstract so that readers can dip into issues of particular interest and concern

- Includes questions and follow-up ideas that can be used for CPD experiences and training

This important book supports early years students and practitioners in developing their own thinking, ideologies and pedagogies.

Contributors: Deborah Albon, Pat Beckley, Avril Brock, Stephanie Collins, Jane George, Jane Gibbs, Justine Howard, Pam Jarvis, Karen McInnes, Kevin Kelman, Linda Lauchlan, Paulette Luff, Estelle Martin, Theodora Papatheodorou, Marie Sprawling, Lynsey Thomas, Pauline Trudell, Rebecca Webster, Bryonie Williams, Maulfry Worthington

Autoren/Hrsg.

Moyles, Janet

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Introduction

PART 1: Theoretical aspects of play and reflection

Practitioner reflection on play and playful pedagogies

Thinking through the challenge of a play-based curriculum. Increasing playfulness via co-construction

The nature of practitioners' reflection on their reflections about play

Play and a constructivist approach to literacy learning. Comparing settings in Norway and England

PART 2: Reflecting on children's playful learning

Reflecting on child-initiated play

Play as an emotional process

Listening to and learning from children's perspectives

Reflecting on children 'playing for real' and 'really playing' in the early years

PART 3: Reflecting on playful learning environments

The pedagogy of play(ful) learning environments

Thinking it through. Rough and tumble play

'This is a different calculator – with computer games on'. Reflecting on children's symbolic play in the digital age

A place for play. Creating complex learning environments

PART 4: Reflecting on playful contexts

Thinking through transition, pedagogy and play from early childhood education to primary

Thinking through the uses of observation and documentation

Afterword

Über Autor(innen)

Janet Moyles is Professor Emeritus at Anglia Ruskin University, UK. She is a qualified nursery/early years teacher and has held a variety of roles including headteacher, lecturer and researcher.

Visit www.openup.co.uk/moyles to see more books from Janet Moyles.