Rethinking Play As Pedagogy

The conceptualisation and practice of play is considered core to early childhood pedagogy. In this essential text, contributors from a range of countries and cultures explore how play might be defined, encouraged and interpreted in early childhood settings and practice. Rethinking Play as Pedagogy provides a fresh perspective of play as a purposeful pedagogy offering multi-layered opportunities for learning and development. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations, this volume will help students engage critically with a variety of understandings of play, and diverse approaches to harnessing children’s natural propensity to play. Considering the role of the learning environment, the practitioner, the wider community, and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of diverse perceptions, potentials and practicalities of early childhood play, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.

Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including: the application of critical and socio-cultural analyses to play in early childhood renewed interest in the aesthetic, creative and affective dimensions of play in early childhood education competing discourses of ‘performativity’, market forces, social reconstruction and child-centredness children’s voice and participation within educational settings globalization, migration and cultural pluralism the role of digital technology in early childhood education diversity, identity and social justice within early childhood settings. With international appeal and relevance, this book will be of interest to students taking undergraduate, Masters and doctoral courses in early childhood education, childhood and education studies as well as academic teachers and researchers, policy-makers and international agencies working with young children.

A thought-provoking re-examination of children's play drawing together insights and experiences across fields such as education, sociology, philosophy and psychology to encourage an inter-disciplinary approach.

This book explores the significance of play in the education and development of young children. It discusses a range of theoretical perspectives and develops a framework for considering play. The framework is based on a consideration of the context in which play occurs, as well as the nature of play itself. Readers are encouraged to consider their own views and expectations of play and to develop a strong awareness of their perspectives about the value of play. Play experiences for children are highlighted in several ways throughout the book. Each chapter features several examples of play drawn from interviews with and observations of young children. These are used to highlight key issues and to emphasise the considerable ingenuity and enthusiasm exhibited by young children in their play.

Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.

Is it time to re-think continuous practice in the early years? The world of education is an amazing and rewarding world to be in, but there is a sense among many that work within it that there is something not quite right, that all is not well. In this book, Greg Bottrill explores how he ensures that, in his Early Years setting, continuous provision enables children. He shares his Early Years pedagogy through the ′3Ms′ and explains how to apply these in the classroom. Greg also explores the definition of play – what it is and what it isn’t – and the challenging role of the Early Years teacher. This book shares good practice in: early reading and the joy of reading early writing development boys writing the nature of outdoor play and how to make this truly ‘outdoor’ the role of parents in child development mathematics in play when and how to do intervention work with children how to get Headteachers and centre managers on board.

"I think a real strength of the book is the use of the case studies to ground the points made and to offer in-depth insights into practice." Jackie Marsh, University of Sheffield, UK This exciting book considers the nature of young children's lives and how this can, and should, inform early childhood education in practical ways. It examines: What is it like for young children to learn in the 21st century? How can we link this to new and innovative ways of providing relevant and engaging learning contexts for young children? What it means to be multiliterate in the 21st century The book explores how learning and engagement with ideas can be extended through the use of new technologies, describing how information and communications technologies enable young people to extend the boundaries of their learning and social interactions. These experiences have important implications for formal learning environments and the nature of the curriculum, including bold new approaches to teaching and learning which offer opportunities for children to investigate in new ways. This book provides examples of the ways in which early childhood teachers have extended opportunities for new types of learning for children by creating contexts in which they are able to explore and represent their ideas and thinking in multimodal formats using new technologies. This book represents a research-based discussion for rethinking learning in the 21st century and includes various case studies and scenarios to enable students and practising teachers to try out new ideas. Finally, it considers new ways of thinking about children's learning by creating a multiliteracies portrait, pedagogies and pathways profile that enables teachers to build on their strengths to plan for effective learning outcomes. Rethinking Learning in Early Childhood Education is key reading for students on Early Years courses or Primary Education pre-service teacher education programmes.

Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum. The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as: Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships? Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play? How we can ensure that provision for role play fully benefits all young children? Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies. Researchers and course leaders will also find this book a ground-breaking read.