|About the book|
This insightful edited collection brings together the perspectives of leading and emerging scholars in early childhood education and play from within Europe, the UK, Australia, New Zealand and the United States of America. It includes a preface from Professor Joy Cullen, one of New Zealand's pre-eminent experts in early childhood education.
Each of these scholars considers, from their own theoretical standpoint, the ways that young children's play contributes to their learning and development. The chapters cover a variety of theoretical positions, demonstrating that the process of 'engaging' with the theory and practice of play can take many forms.
The chapters cover a wide range of contexts, from child-led activity in informal settings to the more formal practice of school-based learning. A range of theoretical viewpoints of play are considered and related to the experiences of today's families, children and educators across different educational settings.
Engaging Play offers an insight into the pedagogical play discourse of twenty-first century early childhood education, and in doing so offers an informative reading experience for students, researchers and policy makers alike.
Contributors: Jo Ailwood, Mindy Blaise, Liz Brooker, Joy Cullen, Amy Cutter-Mackenzie, Brian Edmiston, Susan Edwards, Marilyn Fleer, Helen Hedges, Elizabeth Hunt, Barbara Jordan, Anna Kilderry, Annica Lofdahl, Andrea Nolan, Leigh M. O'Brien, Bert van Oers, Sue Rogers, Anette Sandberg, Tim Taylor, Tuula Vuorinen, Elizabeth Wood
|About the authors|
Liz Brooker runs a research training programme at the Institute of Education, University of London, UK. Her research has focused on children's early learning within home cultures, and their transitions from infancy through to the early years of school.
Susan Edwards is Senior Lecturer in the Faculty of Education at Monash University, Australia. Susan's area of research focuses on dimensions of the early childhood curriculum and how these are interpreted and experienced by children, teachers and families.
|Table of contents|
Introduction: from challenging to engaging play
Reconceptualising the play-pedagogy relationship: from control to complexity
Whose goals and interests? The interface of children's play and teachers' pedagogical practices
Learning to play, or playing to learn? Children's participation in the cultures of homes and settings
Reflecting the child: play memories and images of the child
The significance of teacher conceptual and contextual intersubjectivity for affording concept formation in children's play
The productivity of desires: doing girl otherwise
Co-constructing knowledge: children, teachers and families engaging in science-rich curriculum
Postdevelopmentalism and professional learning: implications for understanding the relationship between play and pedagogy
Who gets to play? Peer groups, power and play in early childhood settings
Framing play for learning: professional reflections on the role of open-ended play in early childhood education
Powerful pedagogies and playful resistance: role play in the early childhood classroom
Using power on the playground
Let the wild rumpus begin! The radical possibilities of play for young children with disabilities
Children's enculturation through adult guidance in the context of play activities
Playing with some tensions: poststructuralism, Foucault and early childhood education