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| Foreword to the First Edition | |
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| Foreword to the Second Edition | |
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| Acknowledgments | |
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| Introduction | |
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| Settings | |
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| Why Play? | |
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| Teacher Roles | |
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| Understanding and Supporting Children's Play | |
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| Stages of Play | |
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| Modes of Representation | |
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| The Content of Play | |
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| Master Players | |
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| But What Do I Do While They're Playing? | |
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| Teacher as Stage Manager | |
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| Clarifying Figure-Ground Relationships | |
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| Providing Enough Props | |
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| Providing Enough Time | |
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| Teacher as Mediator | |
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| Teaching Conflict-Resolution Skills | |
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| Complicating Play to Keep It Safe | |
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| Problem-Solving to Sustain Play | |
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| Teacher as Player | |
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| "Call Mikey" | |
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| "Don't Let the Babies Die" | |
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| Shopping at the Superstore | |
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| Picnic | |
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| The Fish Camp | |
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| Why Teachers Play | |
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| Teacher Behavior That Interrupts Play | |
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| Interrupting for One's Own Pleasure in Play | |
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| Interrupting to Teach Rules | |
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| Interrupting to Teach Concepts | |
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| Building on Children's Play | |
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| Teacher as Scribe | |
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| Representing Children's Play | |
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| Sharing Representations with Children | |
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| Stimulating Writing as Play and Communication | |
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| Writing Can Be Read | |
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| Teacher as Assessor and Communicator | |
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| Assessment as Part of Planning | |
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| Can I Learn to Appreciate This Child More? | |
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| Building on a Child's Strengths | |
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| Who Is This Child? | |
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| Communicating to Parents and Other Adults | |
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| Communicating to Children | |
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| Accountability: How Do We Know They're Learning? | |
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| Teacher as Planner | |
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| Emergent Curriculum | |
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| Looking at the Environment | |
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| Naming Children's Playscripts | |
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| Introducing a New Topic | |
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| Planning for Literacy as a Playscript | |
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| Play-Debrief-Replay | |
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| Playing Attention to Play | |
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| Supporting Children Who Have Not Yet Mastered Play | |
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| Supporting Master Players | |
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| Teacher Role Development | |
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| A Place in the World for Children | |
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| A Sense of the Past and the Future | |
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| The Logic of Human Relationships | |
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| Stories, Images, and the Creation of Culture | |
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| Teacher as Keeper of Metaphor | |
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| From Here and Now to There and Then: Building Bridges of Meaning | |
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| References | |
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| Index | |
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| About the Authors | |