Every early years practitioner should be able to captivate and maintain the interest of young children in their setting, through the provision of a playful learning experience.
Covering age ranges 3-8 years, this textbook explores the importance of infusing playfulness throughout the entire early years day, and includes chapters that:
- establish the core principles underpinning playful teaching and learning
- help students and practitioners understand how playfulness can be applied to all aspects of the early years curriculum including mathematics, literacy, outdoor environments, science & technology, and ICT
- explore core issues in early years provision including observing, planning & assessment, and how they relate to playful learning
- emphasise the role and qualities of the playful professional.
This is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningful playful learning experiences.
Inhoudsopgave
Section 1: Principles of Playful Teaching and Learning
Chapter 1 Why Playful Teaching and Learning? – Glenda Walsh
Chapter 2 Mental Models of Early Years Practice: Digging Deeper – Liz Sproule
Chapter 3 Pillars of Practice for Playful Teaching and Learning – Glenda Walsh
Section 2: Playful Teaching and Learning across the Curriculum
Chapter 4 Playful Thinking in Action: Tools for Cultivating Children’s Thinking – Carol Mc Guinness
Chapter 5 Playful Pedagogies in Early Childhood Mathematics – Ross Ó Corráin and Elizabeth Dunphy
Chapter 6 Playful Approaches to Literacy – Catherine Gilliland
Chapter 7 Growing the Child in the Playful Setting – Marion Dowling and Glenda Walsh
Chapter 8 Playful Learning in Natural Outdoor Environments – Richard Greenwood
Chapter 9 ICT Made Playful – Christine Stephen
Chapter 10 Playful Approaches to Science and Technology – Andrea Doherty and John Mc Cullagh
Section 3: The Role of the Playful Professional
Chapter 11 Hopeful Intentions: Planning for Playful Teaching and Learning – Jacqueline Fallon
Chapter 12 Assessment in the Playful Teaching and Learning Experience – Glenda Walsh and Elizabeth Sproule
Chapter 13 Towards the Playful Professional – Dorothy Mc Millan
Over de auteur
Carol Mc Guinness is Professor Emerita at Queen’s University Belfast, Northern Ireland. Her research interests are in the application of cognitive and developmental psychology to classroom learning, specifically, how teachers can promote the development of children’s thinking skills. She authored the influential Department of Education (then Df EE) report From Thinking Skills to Thinking Classrooms (1999), and directed the Activating Children’s Thinking Skills (ACTS) project, funded by the ESRC’s Teaching and Learning Research Programme (2002-2005). Working with Glenda Walsh and colleagues, she led the longitudinal evaluation of the play-based curriculum in the early years of primary school in Northern Ireland, the Enriched Curriculum (2000-2009). Both these strands of research have had significant influence on education policy in Northern Ireland and elsewhere. More recently, with Robert Swartz (Center for Teaching Thinking, Boston), she is advising the International Baccalaureate on the development of thinking in their curriculum (2014-2016).
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