Multiple Perspectives on Play in Early Childhood Education: Divine Accommodation in Jewish and Christian Thought
Play has been part of early childhood programs since the initial kindergarten developed by Friedreich Froebel more than one hundred and fifty years ago. While research shows that most teachers value children's play, they often do not know how to guide that play to make it more educational. Too often, in reflecting the value of child-initiated activities, teachers set the stage for children's play, observe it, but hesitate to intervene in that play. They may fear that to intervene is to create a developmentally inappropriate set of educational practices. However, the lack of intervention may limit the educational outcomes of play. Meanwhile, a large body of research exists on different forms of children's play in educational settings that could inform teachers of young children and help them to improve their practice and support more educational play. Saracho and Spodek bring together much of that research in an accessible volume for early childhood teachers and teacher educators.
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Play and Social Competence Gary L Creasey Patricia A Jarvis and Laura E Berk
Social and Nonsocial Play in Childhood An Individual Differences Perspective Kenneth H Rubin and Robert J Coplan
The Cultural Contexts of Childrens Play Jaipaul L Roopnarine Jennifer Lasker Megan Sacks and Marshall Stores
Play and the Assessment of Young Children A D Pellegrini
What Is Stylish about Play? Olivia N Saracho
Physical Environments and Childrens Play Joe L Frost Dongju Shin and Paul J Jacobs
Real and Not Real A Vital Developmental Dichotomy Brian Vandenberg
Play in Special Populations Fergus P Hughes
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Multiple Perspectives on Play in Early Childhood Education
Olivia N. Saracho,Bernard Spodek
Limited preview - 1998
adults assessment autistic belief Bretherton caregivers chil Child Development child’s children’s play children’s social classroom cognitive style conﬂict context Coplan cultures deﬁned deﬁnitions DeLoache devel Developmental Psychology difﬁcult doll dramatic play dren dren’s dual representation early childhood education example experiences explore Fein ﬁeld ﬁnd ﬁndings ﬁrst function Hillsdale infants inﬂuence interac involvement Journal Lawrence Erlbaum learning levels Lillard literacy make-believe manipulative mental representation mothers nonsocial play object substitutions observed opment outdoor parents peer interaction Pellegrini perspective physical Piaget play activities play behaviors play environments play interactions play materials playground preschool preschool children reﬂect relationship Research in Child Roopnarine Rubin Saracho signiﬁcance Smolucha social behavior social competence social interaction social play social pretend play social skills Society for Research solitary play speciﬁc Spodek suggest symbolic play task teachers television theory of mind tion University Press Vandenberg Vygotsky York Press young children