The
Third Edition of this popular book reflects contemporary research as well as thinking about the role and value of play in learning and development, within and beyond early childhood. The author explores recent developments across international contexts which endorse play, and argues for critical engagement with some aspects of policy discourse in how ′educational play′ is constrructed. This accesible book also reviews contemporary theoretical trends which focus on the meanings and intentions that children bring to their play.
The new edition includes coverage of:
– play in education policies; UK and international perspectives
– working with parents
– social and cultural diversity
– children with special educational needs and disabilities
– outdoor play
Each chapter includes case studies provided by practitioners, along with questions and tasks to promote critical engagement and reflection on key issues and debates.
This book is for students on Childhood Studies courses and those on Initial Teacher Education and Masters programmes in early childhood and primary education. Experienced practitioners on CPD courses will also find it useful.
Table des matières
List of figures
About the Author
Preface
A Note from the Author
Add-on Material
Understanding Play: Complexity and Challenge
Understanding Children′s Learning: Contemporary Theoretical Perspectives
Play in National Policies: International Perspectives
Play and the Curriculum
Play and Pedagogy
Play and Learning in Outdoor Environments
Assessing Children′s Learning in Play
Developing Play
Appendix
Bibliography
Author index
Subject index
A propos de l’auteur
Elizabeth Wood is Professor of Education at the University of Sheffield. She teaches on a range of post-graduate programmes and runs in-service courses for teachers and early years practitioners. She has worked on a number of collaborative research projects with teachers in early years and primary schools. Elizabeth co-directed two ESRC funded research projects with Neville Bennett: Reception Teachers′ Theories of Play (1995-97) and Progression and Continuity in the Early Years (1999-2000). She has authored books and articles based on her research interests in play, young children′s learning, early childhood pedagogy, equity and equality, policy critique and collaborative action research.
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