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