Play Learning And The Early Childhood Curriculum

`An excellent overview of the development in thinking about play, based on research into different aspects of play...This book enables the reader to not only access, and engage with developing theories and ideas, but also provides practical ideas and examples that have been tried and tested in the classroom. This book should be compulsory reading for every teacher of young children who are interested in developing their practice to provide a stimulating, active and playful environment with their children in which effective learning and positive attitudes are developed' - Bernadette Hancock, Headteacher of Christ the King Primary School, Cardiff `One of the major strengths of the book is that it makes some complex theory highly accessible to its audience....This makes it an excellent introductory book for use on inservice and undergraduate programs' - Sue Rogers, Institute of Education `This book aims to improve the quality of play in "educational" settings. It will be valuable for a wide range of practitioners' - Nursery World `In this new and updated edition of an outstanding book, Wood and Attfield once again demonstrate how young children make meaning, and construct knowledge, through play. They combine an informed discussion of the 'ideological tradition' of the early childhood pioneers, which continues to underpin most contemporary provision, with a refreshing openness to the new insights provided by recent research, and the new opportunities offered by the Foundation Stage era. Their unrivalled explanation of the links between theorists, such as Vygotsky, and classroom provision for play, is now expanded through considerations of recent findings in neuroscience, and a renewed awareness of the sociocultural contexts of childhood, as well as by studies which acknowledge the importance of boisterous, rough-and-tumble, play activities for children's development. And throughout, they remind readers and practitioners of the important distinction between play as a spontaneous activity of children ('play as such'), and the play which educators offer as a medium for learning' - Elizabeth Brooker, Course Leader: MA in Childhood Studies, Institute of Education 'This book provides a thorough and up-to-date overview of the topical issue of teaching and learning through play. Chapters cover issues including assessment through play, the role of adults in children's play, the impact of play on social and emotional learning and how to develop a whole-school approach to learning through play. ...This book is theoretical and detailed but extremely interesting and there is certainly practical information to be found in it' - Early Talk This timely Second Edition explores recent developments which strongly endorse play as an integral part of the curriculum. The content has been fully revised to reflect contemporary thinking about the role and value of play in early childhood and beyond. A key focus is the provision of a secure theoretical and practical grounding for developing a pedagogy of play. In the first section, the authors provide an overview of recent developments in education policies, and reviews of research into different aspects of play. In the second section, the emphasis is on classroom practice, specifically: organizing and developing play with particular reference to the Foundation Stage and Key Stage 1; establishing progression and continuity with Key Stage 1; assessing children's learning through play; the role of adults in children's play; using the plan-do-review approach to integrate child-initiated and adult-directed play; the importance of socio-dramatic play for children's social and emotional learning; and developing a whole-school play ethos. This book enables practitioners to create unity between play, learning and teaching, and to improve the quality of children's learning. New material provided by practitioners has been added, to show how this unity can be successfully achieved. This is an essential text for students of education. It is highly recommended to those undertaking degrees in Childhood Studies and those on Initial Teacher Training programmes in early years and primary education.

'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which consider: theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts. The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook's International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway

Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.

Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. This book offers the theoretical framework for understanding the origins of an early childhood play-based curriculum and how young children learn and understand concepts in a social and physical environment.

Early Childhood Education: Becoming a Professional is an inspiring introduction to the world of early childhood education, preparing the teachers of tomorrow to reach their full potential in their schools and communities. Written by a diverse and experienced author team (Kimberly A. Gordon Biddle, Ana Garcia-Nevarez, Wanda J. Roundtree-Henderson, and Alicia Valero-Kerrick), this text engages readers to connect contemporary educational and developmental theory and research to developmentally appropriate practices and applications that are easily implemented in the classroom. In response to today's ever-changing educational environment, the text focuses on both the importance of taking personal and professional responsibility, as well as today's issues in diversity—from supporting children with exceptionalities to supporting children and families in broader cultural contexts.

Playtime is focused, purposeful, and full of learning. As they play, children master motor development, learn language and social skills, think creatively, and make cognitive leaps. This (un)curriculum is all about fostering children's play, trusting children as capable and engaged learners, and leaving behind boxed curriculums and prescribed activities. Filled with information on the guiding principles that make up an (un)curriculum, learning experience ideas, and suggestions for building strong emotional and engaging physical environments, Let Them Play provides support to those who believe in the learning power of play. Jeff A. Johnson spent twenty-five years as a child care provider in center- and home-based programs. He now works full time as an author, keynote speaker, podcaster, toymaker, and early learning advocate. He is the author or coauthor of six other Redleaf Press books. Denita Dinger has been a child care provider for more than fifteen years and operates a family child care program. For the last five years, she has been a frequent keynote speaker at early childhood conferences, focusing on the topics of hands-on learning and learning through play.

Lecturers, why waste time waiting for the post to arrive? Request and receive your e-inspection copy today! The Third Edition of this popular book reflects contemporary research as well as thinking about the role and value of play in learning and development, within and beyond early childhood. The author explores recent developments across international contexts which endorse play, and argues for critical engagement with some aspects of policy discourse in how 'educational play' is constrructed. This accesible book also reviews contemporary theoretical trends which focus on the meanings and intentions that children bring to their play. The new edition includes coverage of: - play in education policies; UK and international perspectives - working with parents - social and cultural diversity - children with special educational needs and disabilities - outdoor play Each chapter includes case studies provided by practitioners, along with questions and tasks to promote critical engagement and reflection on key issues and debates. This book is for students on Childhood Studies courses and those on Initial Teacher Education and Masters programmes in early childhood and primary education. Experienced practitioners on CPD courses will also find it useful. For additional online material visit www.sagepub.co.uk/wood

Education, according to John Dewey, should be viewed as dynamic and ongoing with direct teaching of integrated content knowledge. This volume offers readers an examination of the content areas in early childhood curriculum that honor Dewey's belief in active, integrated learning.