Child's Play Revisiting Play in Early Childhood Settings

ISBN-10: 1557665737

ISBN-13: 9781557665737

Edition: 2001

Authors: Elizabeth Dau

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Book details

List price: $36.00
Copyright year: 2001
Publisher: Paul H. Brookes Publishing Company Incorporated
Binding: Hardcover
Pages: 213
Size: 7.25" wide x 9.00" long x 0.50" tall
Weight: 0.946

Forewordp. xi
About the Editorsp. xv
About the Contributorsp. xvii
Acknowledgmentsp. xx
Prefacep. xxi
Play, Development and Learningp. 1
Introductionp. 3
The role of play in development and learningp. 5
Introductionp. 5
Play from a constructivist perspectivep. 6
Implications for development and learningp. 8
Conclusionp. 12
For further thought and discussionp. 14
Stop, look and listen: adopting an investigative stance when children playp. 16
Introductionp. 16
Play: a personal anecdotep. 17
The developmental paradigm of playp. 19
The role of the early childhood educatorp. 23
Conclusionp. 26
For further thought and discussionp. 26
Thinking about play, playing about thinkingp. 28
Introductionp. 28
Defining playp. 31
Observing and interpreting playp. 32
Play as a cognitive and social experiencep. 32
Alternative views of playp. 36
Playing with thinkingp. 41
Conclusionp. 43
For further thought and discussionp. 43
Play and Diversityp. 47
Introductionp. 49
Developmentally appropriate play and turtle huntingp. 53
Introductionp. 53
The first locations: the original agendap. 53
A new location: the script changesp. 54
Conclusionp. 57
For further thought and discussionp. 58
Aboriginal children and playp. 60
Introductionp. 60
Planning for playp. 60
Characteristics of Aboriginal children's playp. 61
Conclusionp. 66
For further thought and discussionp. 66
Universal fantasy: the domination of Western theories of playp. 67
Introductionp. 68
The play activities of childrenp. 68
Paradigm shifts in the conceptualisation of playp. 69
The learning of playp. 70
Characteristics of Western and non-Western play activitiesp. 73
The implications for educatorsp. 76
Conclusionp. 77
For further thought and discussionp. 78
Even pink tents have glass ceilings: crossing the gender boundaries in pretend playp. 81
Introductionp. 81
Pretend play and powerp. 81
Playing across the gender boundariesp. 85
Minimising the risks of crossing the gender boundariesp. 91
The value of pretend playp. 91
Conclusionp. 93
For further thought and discussionp. 94
Play and the gifted childp. 97
Introductionp. 97
Characteristics of the gifted childp. 98
Play patterns of the gifted childp. 99
Play: a context for learningp. 101
The role of the supportive adultp. 102
Conclusionp. 108
For further thought and discussionp. 109
The place of play for young children with disabilities in mainstream educationp. 111
Introductionp. 111
School One: an example of a school for children with severe disabilitiesp. 113
School Two: an example of a school with a 50 per cent disability ratep. 114
Discussionp. 125
Conclusionp. 128
For further thought and discussionp. 130
The Play Environment, Resources and the Adult's Rolep. 131
Introductionp. 133
A walk around Lucy's garden: a playground designed to foster children's play and enhance learningp. 137
Introductionp. 137
Redeveloping a playgroundp. 137
Features of the new designp. 139
Conclusionp. 149
For further thought and discussionp. 150
Play, a way of being for babies and toddlersp. 152
Introductionp. 152
The essence of play for babies and toddlersp. 154
How play fits into a group program for babies and toddlersp. 154
The basis of the program for babies and toddlersp. 155
Differences in play for babies and toddlersp. 156
The role of parents in contributing to play in day carep. 158
Planning for children's playp. 158
Important ingredients for the 'backdrop' to playp. 159
Multiculturalism and anti-bias in play for under three-year-oldsp. 160
Conclusionp. 161
For further thought and discussionp. 162
Persona dolls: the effects on attitudes and playp. 164
Main Editor's interview with Kerry and Annep. 164
Introductionp. 167
How we startedp. 168
Data collectionp. 168
Interviews with parentsp. 171
Staff involvementp. 172
Parent involvementp. 172
Structure of sessionsp. 173
Findingsp. 175
Conclusionp. 179
For further thought and discussionp. 180
'I can be playful too': the adult's role in children's socio-dramatic playp. 187
Introductionp. 187
Observing children's socio-dramatic playp. 189
Planning for socio-dramatic playp. 192
The value of real-life experiencesp. 194
Making time for socio-dramatic playp. 196
Necessary materials and resourcesp. 197
Conclusionp. 201
For further thought and discussionp. 201
Exploring the correlation between Child's Play and the National Child Care Competency Standardsp. 203
Indexp. 210
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