Rethinking play and pedagogy in early childhood education concepts, contexts and cultures
Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transfor...
| Otros Autores: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Abingdon, England ; New York :
Routledge
c2010.
Abingdon, Oxon, England ; New York : 2011. |
| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009797954906719 |
Tabla de Contenidos:
- Contents; Contributors; Introduction; How the book is organised; References; Chapter 1 Play and pedagogy; Introduction; Play, policy and pedagogy: the English 'reception class'; Play and pedagogical practices; Play and pedagogy: a conflict of interests?; Conclusion; References; Chapter 2 It's about power; Conditions of possibility and relationships of power; Playing at school: a research project1; Who's telling this story anyway?; Living with the tensions: relationships of power, participation and pedagogy; Conclusion; Note; References
- Chapter 3 The challenge of play for early childhood educatorsIntroduction; Background; Play and pedagogy in the early years; Exploring teacher's perspectives of play; Teacher definitions of play; Play and learning; Teacher roles in play; Barriers to play; Discussion; New pedagogies of play; Note; References; Chapter 4 'We are hunters and gatherers of values'; Ethical action as answerability; Authoring ethical identities; Coauthoring ethical identities in dramatic play; Playing with selves and identities; Self-control; Dialogizing discourses in position-play; Conclusion; References
- Chapter 5 Revisiting Vygotskian perspectives on play and pedagogyMake-believe play: the Vygotskian perspective; Post-Vygotskian developments in the study of play; The concept of 'fully developed' or 'mature' play; Play in today's preschoolers and kindergartners: is it mature enough to create the ZPD?; Changes in children's social situation of development and the need for new pedagogies of play; Applying new pedagogies of play in an early childhood classroom: tools of the mind curriculum; References; Chapter 6 Exploring culture, play, and early childhood education practice in African contexts
- IntroductionPlay as a culturally embedded concept; Play and enculturation in African contexts: Selective research overview; Play and ECE in Africa; Summary and implications; Policy Implications; Pedagogical Implications; Conclusion; Acknowledgment; Notes; References; Chapter 7 Play and pedagogy framed within India's historical, socio-cultural, pedagogical and postcolonial context; An interplay between the global and the local: postcolonial theory as a conceptual framework; The Indian context: theory and policy influencing play and pedagogy
- Teachers' perspectives from private early childhood and early elementary classroomsPostcolonial perspectives on play; Postcolonial perspectives: interplay between the dominant and the marginalized; Notes; References; Chapter 8 Learning through play in Hong Kong; Introduction; The Hong Kong early childhood context; The quality of 'play' implementation in Hong Kong; Discrepancies between policy and practice; A mismatch between the complexities of play and the assistance given in its implementation in classrooms; A mismatch between policy innovation and the beliefs of parents
- A mismatch between the teachers' professional autonomy in theory and practice
