Synopses & Reviews
Because play is children’s work, this text emphasizes the value of play to young children’s development and focuses on how content areas in the curriculum can support play. In addition, the text has strong coverage of the teacher’s role in orchestrating and interacting with children during play, and play as a tool for assessment.
New to This Edition:
- A more explicit focus on how a play-centered curriculum addresses curriculum standards and benchmarks (Ch. 6-11).
- More discussions, examples, and research that demonstrate how a play-centered curriculum can be inclusive, inviting programs for children and families from ALL cultural backgrounds, including children who are English language learners.
- Each chapter has a more thorough discussion of serving children with special needs (new references and classroom anecdotes).
- A fuller acknowledgment of the importance of emotions in the lives of children, both inside and outside of the classroom.
- Ch. 12, Play, Toys, Technology, includes an expanded discussion of the developmentally appropriate use of technology, the Internet, speech-to-text, digital cameras, and the impact of toy marketing and media.
Synopsis
This is the third edition of the book that takes to heart the adage: Play is children's work. Believing that play is a primary factor in the development of intelligence, personality, competencies, self-awareness, and social awareness, the authors demonstrate how to draw from spontaneous play both the methods and the content of a successful curriculum for children from birth to age eight. The book introduces the theories of Piaget, Vygotsky, Erikson, Mead, and many contemporary researchers; explores the traditional curriculum arenas of early childhood education; and includes discussion of the role of work, adult models, and authority in children's play. For teachers specializing in Early Childhood Education, pre-school teachers, day-care personnel, parents, and anyone with an interest and involvement in the education, development, and care of young children.
Synopsis
Includes bibliographical references (p. 331-354) and index.
Synopsis
This book discusses the value of play in diverse early childhood classrooms and how curriculum can support play. Key changes to this edition include the integration of standards and examples of how encouraging certain types of play can meet standards, expanded coverage of cultural diversity and supporting play in children with special needs, and expanded coverage of integrating the content areas. More than any other books on play, this book focuses on how content areas can be taught and standards met through play.
Table of Contents
- Looking at Play Through Teachers’ Eyes
- The Development of Play
- Play as the Cornerstone of Development
- Orchestrating Children’s Play: Setting the Stage
- Orchestrating Play: Interactions with Children
- Play as a Tool for Assessment
- Mathematics in the Play-Centered Curriculum
- Language, Literacy, and Play
- Science in the Play-Centered Curriculum
- The Arts in the Play-Centered Curriculum
- Play and Socialization
- Play, Toys, and Technology
- Conclusions: Integrating Play, Development, and Practice
References
Name Index
Subject Index