Foreword | p. xi |
About the Editors | p. xv |
About the Contributors | p. xvii |
Acknowledgments | p. xx |
Preface | p. xxi |
Play, Development and Learning | p. 1 |
Introduction | p. 3 |
The role of play in development and learning | p. 5 |
Introduction | p. 5 |
Play from a constructivist perspective | p. 6 |
Implications for development and learning | p. 8 |
Conclusion | p. 12 |
For further thought and discussion | p. 14 |
Stop, look and listen: adopting an investigative stance when children play | p. 16 |
Introduction | p. 16 |
Play: a personal anecdote | p. 17 |
The developmental paradigm of play | p. 19 |
The role of the early childhood educator | p. 23 |
Conclusion | p. 26 |
For further thought and discussion | p. 26 |
Thinking about play, playing about thinking | p. 28 |
Introduction | p. 28 |
Defining play | p. 31 |
Observing and interpreting play | p. 32 |
Play as a cognitive and social experience | p. 32 |
Alternative views of play | p. 36 |
Playing with thinking | p. 41 |
Conclusion | p. 43 |
For further thought and discussion | p. 43 |
Play and Diversity | p. 47 |
Introduction | p. 49 |
Developmentally appropriate play and turtle hunting | p. 53 |
Introduction | p. 53 |
The first locations: the original agenda | p. 53 |
A new location: the script changes | p. 54 |
Conclusion | p. 57 |
For further thought and discussion | p. 58 |
Aboriginal children and play | p. 60 |
Introduction | p. 60 |
Planning for play | p. 60 |
Characteristics of Aboriginal children's play | p. 61 |
Conclusion | p. 66 |
For further thought and discussion | p. 66 |
Universal fantasy: the domination of Western theories of play | p. 67 |
Introduction | p. 68 |
The play activities of children | p. 68 |
Paradigm shifts in the conceptualisation of play | p. 69 |
The learning of play | p. 70 |
Characteristics of Western and non-Western play activities | p. 73 |
The implications for educators | p. 76 |
Conclusion | p. 77 |
For further thought and discussion | p. 78 |
Even pink tents have glass ceilings: crossing the gender boundaries in pretend play | p. 81 |
Introduction | p. 81 |
Pretend play and power | p. 81 |
Playing across the gender boundaries | p. 85 |
Minimising the risks of crossing the gender boundaries | p. 91 |
The value of pretend play | p. 91 |
Conclusion | p. 93 |
For further thought and discussion | p. 94 |
Play and the gifted child | p. 97 |
Introduction | p. 97 |
Characteristics of the gifted child | p. 98 |
Play patterns of the gifted child | p. 99 |
Play: a context for learning | p. 101 |
The role of the supportive adult | p. 102 |
Conclusion | p. 108 |
For further thought and discussion | p. 109 |
The place of play for young children with disabilities in mainstream education | p. 111 |
Introduction | p. 111 |
School One: an example of a school for children with severe disabilities | p. 113 |
School Two: an example of a school with a 50 per cent disability rate | p. 114 |
Discussion | p. 125 |
Conclusion | p. 128 |
For further thought and discussion | p. 130 |
The Play Environment, Resources and the Adult's Role | p. 131 |
Introduction | p. 133 |
A walk around Lucy's garden: a playground designed to foster children's play and enhance learning | p. 137 |
Introduction | p. 137 |
Redeveloping a playground | p. 137 |
Features of the new design | p. 139 |
Conclusion | p. 149 |
For further thought and discussion | p. 150 |
Play, a way of being for babies and toddlers | p. 152 |
Introduction | p. 152 |
The essence of play for babies and toddlers | p. 154 |
How play fits into a group program for babies and toddlers | p. 154 |
The basis of the program for babies and toddlers | p. 155 |
Differences in play for babies and toddlers | p. 156 |
The role of parents in contributing to play in day care | p. 158 |
Planning for children's play | p. 158 |
Important ingredients for the 'backdrop' to play | p. 159 |
Multiculturalism and anti-bias in play for under three-year-olds | p. 160 |
Conclusion | p. 161 |
For further thought and discussion | p. 162 |
Persona dolls: the effects on attitudes and play | p. 164 |
Main Editor's interview with Kerry and Anne | p. 164 |
Introduction | p. 167 |
How we started | p. 168 |
Data collection | p. 168 |
Interviews with parents | p. 171 |
Staff involvement | p. 172 |
Parent involvement | p. 172 |
Structure of sessions | p. 173 |
Findings | p. 175 |
Conclusion | p. 179 |
For further thought and discussion | p. 180 |
'I can be playful too': the adult's role in children's socio-dramatic play | p. 187 |
Introduction | p. 187 |
Observing children's socio-dramatic play | p. 189 |
Planning for socio-dramatic play | p. 192 |
The value of real-life experiences | p. 194 |
Making time for socio-dramatic play | p. 196 |
Necessary materials and resources | p. 197 |
Conclusion | p. 201 |
For further thought and discussion | p. 201 |
Exploring the correlation between Child's Play and the National Child Care Competency Standards | p. 203 |
Index | p. 210 |
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