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Foreword | |
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Acknowledgments | |
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Introduction | |
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What Can Teachers Do? | |
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What's So Important about Play? | |
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Not just Any Play | |
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Teachers Are the Key | |
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Recognizing Three Levels of Children's Play | |
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Putting Theory into Practice | |
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A Hierarchy of Needs and Play | |
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New Information, New Solutions | |
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Imagination, Roles, and Rules | |
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Chaotic, Out-of-Control Play | |
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Simplistic and Repetitive Play | |
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Productive, High-Level Play | |
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Optimal Flow | |
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Planning for Play | |
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Create a Well-Ordered Environment | |
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Provide Materials that Will Engage the Children | |
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Change Materials | |
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Write Plans for Play | |
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Ways to Help Children Make Choices | |
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Help Children Make Meaningful Choices | |
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Establish Procedures for Making Choices | |
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Help Children Make Open Choices | |
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Place Limits on Areas | |
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Use Choosing Boards | |
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Make Some Choices for Children | |
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Procedures for Learning Areas | |
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Signals to Get Children's Attention | |
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Allow Enough Time for Deep Play to Develop | |
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Interacting with Children to Enhance Play | |
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Intentional Teaching | |
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How to Get Play Started | |
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Know When to Enter and Exit the Play | |
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Sustain Play through Well-Timed Interventions | |
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Coach and Mentor the Players | |
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Provoking Children into More Complex Play | |
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Field Trips and Special Visitors | |
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Use Books as Provocations | |
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Offer New Materials | |
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Consider Groupings of Children | |
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Provocations for Younger Preschoolers | |
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Provocations for Older Preschoolers and Kindergartners | |
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Provocations and Emotions | |
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The Power of Emotions and Play | |
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Adding Representation to Further Enrich Play | |
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Photos and Documentation Displays | |
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Writing for Children through Scripts, Anecdotes, and Dictation | |
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Add Writing and Drawing Materials to Play Experiences | |
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Create a Climate of Acceptance and Scaffold Children's Writing Efforts | |
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Encourage Mathematical Representation | |
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Incorporating Standards and Goals in Children's Play | |
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Balancing Play and Standards | |
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Seeing Standards and Goals in Action | |
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Understanding Standards in Natural and Intentional Ways | |
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Enhancing Play to Incorporate Standards | |
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Observe for Assessment Purposes | |
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Observe to Determine Next Steps | |
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Add Challenging and Achievable Goals to Sustain Children's Interest | |
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Help Others See Standards and Goals through Documentation Displays | |
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Conclusion Play Works | |
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Not Just Any Play | |
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Suggested Provocations | |
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Ideas for Writing Materials to Accompany Dramatic Play | |
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References | |
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Excerpt Credits | |
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Illustration and Photo Credits | |