Play at the Center of the Curriculum

ISBN-10: 0131720821
ISBN-13: 9780131720824
Edition: 4th 2007 (Revised)
List price: $80.00
30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy

Description: Because play is children's work, this text emphasizes the value of play to young children's development and focuses on how content areas in the curriculum can support play. In addition, the text has strong coverage of the teacher's role in  More...

what's this?
Rush Rewards U
Members Receive:
coins
coins
You have reached 400 XP and carrot coins. That is the daily max!

Study Briefs

Limited time offer: Get the first one free! (?)

All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.

Add to cart
Study Briefs
SQL Online content $4.95 $1.99
Add to cart
Study Briefs
MS Excel® 2010 Online content $4.95 $1.99
Add to cart
Study Briefs
MS Word® 2010 Online content $4.95 $1.99
Add to cart
Study Briefs
MS PowerPoint® 2010 Online content $4.95 $1.99

Customers also bought

Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading

Book details

List price: $80.00
Edition: 4th
Copyright year: 2007
Publisher: Pearson Education
Publication date: 5/9/2006
Binding: Paperback
Pages: 464
Size: 7.75" wide x 9.25" long x 1.00" tall
Weight: 1.738
Language: English

Because play is children's work, this text emphasizes the value of play to young children's development and focuses on how content areas in the curriculum can support play. In addition, the text has strong coverage of the teacher's role in orchestrating and interacting with children during play, and using play as a tool for assessment. Book jacket.

Looking at Play Through Teachers' Eyes
Play at the Center of a Developmentally Based Curriculum
Play as a Fundamental Human Activity
The Power of Play in Development
Grounding Practice in Theory, Research, and the Wisdom of Practitioners
Play at the Center of a Balanced Curriculum
The Play Continuum
How Teachers of Young Children View Play
Play: The Core of Developmentally Appropriate Practice
Addressing Standards in the Play-Centered Curriculum
The Purpose of Standards
Guidelines for Developing Appropriate Standards for Young Children
The Challenges of Standards
The Critical Role of the Teacher in the Curriculum
Summary and Conclusion
Suggested Resources
The Development of Play
A Constructivist View of Play and Learning
Piaget's Developmental Theory and Play
Three Types of Knowledge
Piaget: The Development of Play
Vygotsky: Development and Play
The Zone of Proximal Development
Interpersonal to Intrapersonal Processes in Learning
Understanding of Rules
Vygotsky's Levels of Symbolic Play
Mead: Play and the Developing Sense of Self
The Play Stage
The Game Stage
The Generalized Other Stage
Concepts of Self and Other in "Theory of Mind"
Erikson: Play and Mastery in the Inner World of Childhood
Infancy: Trust and Mistrust
Toddlerhood: Autonomy, Shame, and Doubt
Early Childhood: Initiative and Guilt
Industry and Inferiority: Play and Work in Middle Childhood
Research Perspectives on the Development of Play
Parten's Research on Play and Social Participation
Summary and Conclusion
Suggested Resources
Play as the Cornerstone of Development
Play as the Cornerstone of Intellectual Development
Play and the Development of Symbolic Thought
Play and the Development of Language and Literacy
Play and Logical-Mathematical Thinking
Play and Problem Solving
Play-Centered Curriculum Supports Children with Special Needs
Play as the Cornerstone of Imagination and Creativity
Three Aspects of Imagination and Fantasy
Play as the Cornerstone of Emotional Development
Play and the Harsh Realities of Some Children's Lives
Play as the Cornerstone of Social-Moral Development
Play and Peers
Summary and Conclusion
Suggested Resources
Orchestrating Children's Play: Setting the Stage
Principles Guiding Play Orchestration
Taking the Child's View
Teacher as Keen Observer
Seeing Meaning as It Is Constructed
Teacher as Stage Manager
A Continuum of Play Orchestration Strategies
Setting the Stage for Play
Preparing the Physical Space for Play
Play Safety
Planning the Daily Schedule
Extensions for Play
Play-Generated Curriculum
Curriculum-Generated Play
When Teachers Talk: Helping Parents and Educators Value Play
Summary and Conclusion
Suggested Resources
Orchestrating Play: Interactions with Children
Play and Scaffolding
Spontaneous, Guided, and Directed Play
The Artist Apprentice
The Peacemaker
Guardian of the Gate
Parallel Player
Spectator
Participant
Matchmaker
Storplayer
Play Tutor
Choosing a Strategy
Challenges in Play for Children with Special Needs
Challenges in Play for Children Who Are English Language Learners
Timing Is Everything: Entering and Existing Children's Play
Play and the Culture of School
Responding to Violent Play
Ascertain Children's Purposes in Play
How Willing Are Teachers to Confront Their Own Beliefs and Experiences?
Diffusing Violence in Play
When Teachers Talk: Building a Peaceful Classroom
Summary and Conclusion
Suggested Resources
Play as a Tool for Assessment
Assessing Development Through Play at the Bank
Assessing Age-Appropriate Development
Assessing Skills and Concepts
Assessing Individual Development
Inteligence Is Multifaceted
How Play Informs Assessment
Ascertaining the Child's Viewpoint
Principles for Framing Play Questions
Strategies for Collecting and Organizing Information
Anecdotal Records
Checklists
Portfolios
Documentation Assessment
Videotape
Assessing Play as Play
Defining the Purposes of Assessment
Features of Play-Centered Assessment
Play and Assessments of Children with Special Needs
Communicating with Parents About Play and Assessment
When Teachers Talk: School Readiness and Academic Standards
Summary and Conclusion
Suggested Resources
Mathematics in the Play-Centered Curriculum
The Playful Nature of Mathematics
Mathematical Concepts in the Play-Centered Curriculum
Spatial Relationships
Relationships Involving Quantity
Mathematics and Problem Solving
Mathematics in the Early Childhood Integrated Curriculum
The Goal of Early Childhood Mathematics Education
The Nature of Mathematics
Assessing Children's Development of Mathematical Thinking
Mathematics Education Based on the Nature of Mathematics, Children's Development, and Children's Interests
Supporting Children from All Cultures and Children Who Are English Language Learners
Supporting Children with Special Needs
Children's Interests
Orchestrating Play in Mathematics
Setting the Stage
Accessorizing: Transforming the Environment to Extend and Enrich Play
Play-Generated Curricula
Curriculum-Generated Play
Addressing Standards in the Play-Centered Curriculum
When Teachers Talk: Standards and Professional Expertise
Summary and Conclusion
Selected Resources
Language, Literacy, and Play
Play, Language, and Literate Behavior: A Natural Partnership
Communication as a Prerequisite for Play with Others
Play as a Form of Communication
Fostering Literate Behaviors
The Value of the Play-Based Curriculum
Early Story Constructions
How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages
English Language Learners: Masha's Story
Honoring the Importance of Literate Behaviors
Writing and Graphics
Awareness of Sounds and Patterns of Language
Language and Literacy Learning in the Primary Grades: The Motivating Power of Play
Multimedia Extends Meanings of Literacy
Dynamic Approaches to Promoting Literacy Through Play
Using Drama Techniques to Enhance Sociodramatic Play
Story Dictation and Story Playing
Balanced Opportunities for Varied Kinds of Play Support Competencies in Language and Literacy
Time for Language and Literacy in Play
Space for Language and Literacy Learning
Materials for Language, Literacy, and Reading and Writing in Play
Guidance for Literacy in Play
Standards for Literacy: Calls for Accountability
When Teachers Talk: Turning Negatives Into Positives Through Language
Summary and Conclusion
Suggested Resources
Science in the Play-Centered Curriculum
Scientists Tour the Kindergarten
Outdoor Area
The Block Area
The Art Area
Science in the Early Childhood Integrated Curriculum
The Goal of Early Childhood Science Education
The Nature of Science
The Nature of the Child
The Child's Interests
Meeting the Needs of Children Who Are English Language Learners
Developing Inclusive Science Curriculum for Children with Special Needs
Extending the Science Curriculum
Setting the Stage for Learning About the Physical World Through Spontaneous Play
Encouraging Further Exploration of the Environment
Interacting with Children in Their Play
Orchestrating Extensions for Play
Play-Generated Curriculum
Curriculum-Generated Play
Recasting the Curriculum in Play
Addressing Standards in the Play-Centered Curriculum
When Teachers Talk: Developing Confidence in Teaching Science
Summary and Conclusion
Suggested Resources
The Arts in the Play-Centered Curriculum
Planning for the Arts in the Play-Centered Curriculum
Entering the Child's World of Spontaneous Play
Incorporating Artwork
The Arts: Mirror of Development and Guide for Curriculum Design
Heidi's Horses: Documents of Change and Growth
Staff and Environmental Support for Play in the Arts
Time, Space, Materials, and Teacher Know-How
Presentation of Art Making and Constructive Play Materials
Monitoring the Quality and Challenge of Play in the Arts
Guided and Directed Play in the Arts
Music and Movement in the Play-Based Curriculum
Diverse Musical Traditions Enrich the Classroom Culture
Children with Special Needs: Guiding for Mastery and Competence
Children's Play Interests Reflected in a Play-Centered Curriculum
Integration of Children's Experiences and Feelings Through Play in the Arts
A Balanced Arts Curriculum
When Teachers Talk: Respect for Art Materials
Summary and Conclusion
Suggested Resources
Play and Socialization
Saying Goodbye to Parents
From Separation to Integration: John's Fire Hydrants
Diversity Creates Enrichment and Challenge for Teachers
Inclusion of Children with Special Needs
Traditional Research and Practice
Current Practice Illuminated by Research
Differences in Boys' and Girls' Play and Socialization
Children's Negotiations Create a Dynamic Context for Play
Newspapers
Play Provides a Bridge Between Theory and Practice
The Interpretive Approach
Teachers Take a Research Stance: Views from the Inside
Children's Interactive Strategies
Studying the Social Ecology of a Preschool Classroom
Contrasts in Social Ecologies
Solitary and Parallel Play Reexamined
Teacher Support for Play Interactions
Children Grant Warrants for Play
Spatial Arrangement Supports Interactive Play
Standards and Assessment in Early Childhood Programs
When Teachers Talk: Social Science for Young Children
Summary and Conclusion
Suggested Resources
Play, Toys, and Technology
Types of Toys
Toys and Development
Games with Rules
Toys That Limit Development
Toys and the Marketplace
Characteristics of Gender Identity
Gender, Toys, and the Media
Toys That Promote Growing Up Too Fast
Toys That Portray Power Through Violence
Media-Based Play
Television and Children's Play
Advocating for Childhood in an Age of Consumerism
Encourage Good Children's Programming
Computer Play and Young Children
Tool Software
Guiding Play with Computers as Tools
Computer Simulations, Games, and Books
Integrating Technology
Choosing Computer Software
Using Computer Technology to Extend Play and Projects
Structuring the Physical Space for Computers
When Teachers Talk: Concerns About Media and Stereotypes
Summary and Conclusion
Suggested Resources
Conclusion: Integrating Play, Development, and Practice
Constructivism and Development
What Is Developed?
Means-Ends Coordinations and Development
Constructivism and Social-Cultural Theories of Play
Jean Piaget (1896-1980)
Lev Vygotsky (1896-1934)
Connecting Piaget's and Vygotsky's Theories
A Closer Look at Piaget and Constructivist Theory
Schemes: Assimilation, Accommodation, and Play
How Do We Know Intelligence Is Constructed and Lawful?
Stages of Development and Play
The Construction of Reality
Social Experience and the Construction of Reality
Play and Development
Play and the Development of Intelligence
Play and the Development of Personality
Play and the Development of Competencies
Play and the Development of the Social Self
The Meaning of Play in Childhood and Society
Play and the Work of Society
Autonomy as the Context for Development
Development, Developmentally Appropriate Practices (DAP), and Play
Expectations for Ourselves and Our Children: Academic Standards
Summary and Conclusion
Suggested Resources
References
Name Index
Subject Index

×
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.

×