Sophie Alcock is senior lecturer in Education at the University of Wellington, New Zealand.
Nicola Stobbs is a senior lecturer at the Department for Children & Families, University of Worcester, UK.
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.
Chapter One: Playing with digital drawing Chapter Two: Preschool teachers being people alongside young children: The Development of adults' relational competences in Playworlds - Beth Ferholt (USA) & Scandinavian colleagues Chapter Three: Playing through the musical worlds of children Chapter Four: Teachers reflecting while observing children playing Chapter Five: Growing playful pedagogy: A case study of change Chapter Six: Understanding the link between context and curriculum change in early years education Chapter Seven: Examining play and pedagogy: Recognising and responding to family funds of knowledge Chapter Eight: Mothers, Babies and Playful pedagogies Chapter Nine: Facilitating family engagement through pedagogical documentation Chapter Ten: The impact on 'play' as curriculum in the context of government attempts to inform / regulate 'quality' Chapter Eleven: Influences of Macro-Systems on children's spaces, regaining the paradigm Chapter Twelve: Local policies as frames for children's play and learning
The conceptualisation and practice of play is 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 years settings and practice.
Über den Autor
Sophie Alcock is senior lecturer in Education at the University of Wellington, New Zealand.
Nicola Stobbs is a senior lecturer at the Department for Children & Families, University of Worcester, UK.
Inhaltsverzeichnis
Chapter One: Playing with digital drawing Chapter Two: Preschool teachers being people alongside young children: The Development of adults' relational competences in Playworlds - Beth Ferholt (USA) & Scandinavian colleagues Chapter Three: Playing through the musical worlds of children Chapter Four: Teachers reflecting while observing children playing Chapter Five: Growing playful pedagogy: A case study of change Chapter Six: Understanding the link between context and curriculum change in early years education Chapter Seven: Examining play and pedagogy: Recognising and responding to family funds of knowledge Chapter Eight: Mothers, Babies and Playful pedagogies Chapter Nine: Facilitating family engagement through pedagogical documentation Chapter Ten: The impact on 'play' as curriculum in the context of government attempts to inform / regulate 'quality' Chapter Eleven: Influences of Macro-Systems on children's spaces, regaining the paradigm Chapter Twelve: Local policies as frames for children's play and learning
