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Early Years Play and Learning

Early Years Play and Learning Author Pat Broadhead
ISBN-10 9780415303392
Release 2004
Pages 141
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This practical book provides an accessible framework for observing and assessing children's learning through play. It will help early years practitioners to deepen their understanding of the links between intellectual development, the growth of language and the emotional well-being of young children. Drawing on many years of research and working with teachers, Pat Broadhead has developed the Social Play Continuum, a unique observation tool and a means of monitoring and developing a child's social progress through skills such as problem-solving, investigation and imagination discourse. This tool forms an integral part of this innovative text, offering practitioners in a wide range of early years settings a means of focusing their observations of play. In addition, the book: supports the development of 'areas of provision' illustrates progression from 'association' to 'cooperative' play considers links with the Foundation Stage Curriculum, Profiling and the National Curriculum acknowledges the many constraints that have operated on early years practitioners in the past decade. Blending theory and practice this book is aimed at all early years' practitioners concerned with quality provision for their pupils. It is also the ideal text to support student teachers, classroom assistants and undergraduates on early childhood studies degrees.



Play and Learning in the Early Years

Play and Learning in the Early Years Author Pat Broadhead
ISBN-10 1446244334
Release 2010-03-15
Pages 208
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Providing high quality play experiences is an essential part of good early years education, but this can pose a challenge for practitioners who face pressure from a more didactic primary curriculum, and from parents worried that their children will fail to acquire essential skills and knowledge. By helping the reader to develop their understanding of the complex relationships between play and learning, this book examines current theoretical perspectives on play, alongside examples of recent and innovative play research from a range of disciplinary and methodological perspectives. With contributions from leading play scholars, it brings together theory, research, policy and practice in relation to play and learning in early years settings. The emphasis is on the relationship between play and learning, and play and pedagogy, and the need to understand these dimensions more substantially in order to teach with confidence. Included are chapters on: - the influence of play on thinking, problem-solving and creativity - cooperative play and learning - play, risk and outdoor learning - learning to play in cultural context There are chapter objectives, reflective points, reflective tasks and suggestions for further reading throughout, to facilitate critical thinking and encourage independent study. Suitable for early years practitioners, early childhood students at undergraduate and postgraduate levels, and all those who work with and care for young children, this is an exciting and thought-provoking book.



Playing to Learn

Playing to Learn Author Sandra Smidt
ISBN-10 9781136973383
Release 2010-09-13
Pages 152
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Sandra Smidt sets out to explain what play is and why it is so important as one of the key ways of learning, particularly - but not solely - for young children. She argues that all play is purposeful, and can only truly considered to be play when the child has chosen what to do, where and how to do it. Using case studies drawn from all over the world, Smidt challenges some of the prevailing myths relating to play and pays close attention to what it is that early years professionals need to do to interpet the play, understand its purpose for the child and sometimes extend it. Attention is paid to the close links that play has with creativity, and the author also highlights the importance of being able to explain to colleagues, parents and even those in government, why play matters so much in terms of learning and development. This book will be of interest to anyone involved in early years’ education.



Child Initiated Play and Learning

Child Initiated Play and Learning Author Annie Woods
ISBN-10 9781134888603
Release 2017-01-06
Pages 152
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Child-Initiated Play and Learning shows how a creative approach to learning that allows for spontaneous adventures in play through child-led projects can lead to rich learning experiences that build on children’s own interests. This second edition has been fully updated in light of policy and curriculum changes and features new material to help practitioners make informed decisions around digital technology and how children engage with it. Including scenarios and provocative questions for reflective practice, this book looks at planning and considers the possibilities that should be encouraged when playing alongside young children. Drawing on practice from Reggio Emilia, New Zealand, Scandinavia and in settings in the UK, the book covers all aspects of planning including: how to enable and empower children to lead projects; organisation of indoor and outdoor materials and space; inclusive practice and contemporary research; learning through managing risks and adventurous play; working with parents and carers; challenging teams to explore what they actually believe about possibilities of play. In a busy setting it can be difficult to adopt a flexible, creative approach to planning that embraces the unexpected rather than relying on templates or existing schemes of work. This book will give readers the confidence to adopt a flexible approach to planning that will better meet the needs of the children in their care. The authors are experienced lecturers, practitioners, advisors and managers. Working with students, visiting placements, training teachers and early years professionals, they provide a sense of real purpose in their optimistic writing and enjoyment in the themes made explicit throughout this book.



Play Learning and the Early Childhood Curriculum

Play  Learning and the Early Childhood Curriculum Author Elizabeth Wood
ISBN-10 9781446289464
Release 2013-03-18
Pages 208
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Lecturers, why waste time waiting for the post to arrive? Request and receive your e-inspection copy today! 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. For additional online material visit www.sagepub.co.uk/wood



Risk Adventure in Early Years Outdoor Play

Risk   Adventure in Early Years Outdoor Play Author Sara Knight
ISBN-10 9781446210307
Release 2011-03-17
Pages 152
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Do you want to create exciting outdoor experiences for children? Are you looking for guidance on how to incorporate the wilder and riskier elements of outdoor play into your planning? This book will give you the confidence to offer the children in your setting adventurous and challenging outdoor activities, as well as ways to utilise natural resources to their best advantage. There is clear, practical advice on what you need to do, which is underpinned by the theory that supports the benefits of this approach. Examples from settings are included, to illustrate best practice and to show how things can be achieved. Issues considered include: - being outside in 'bad' weather - the importance of risk-taking - the benefits of rough and tumble play - observing and assessing children in this mode - how these experiences improve children's learning - explaining activities to parents, colleagues and managers - ensuring health and safety requirements are met - the role of the adult in facilitating these experiences. Suitable for all students and practitioners working with young children from Birth to 8 , this book will not only give you ideas for outdoor play but also help you understand exactly what you are doing, why it is educationally sound and developmentally important for children, and where it connects with the Early Years Foundation Stage (EYFS) in England, the Foundation Phase (FP) in Wales and the Curriculum for Excellence in Scotland. Sara Knight is an experienced early years educator and Senior Lecturer at Anglia Ruskin University. She is a trained Forest School practitioner and author of Forest Schools and Outdoor Learning in the Early Years.



Play and Learning in Early Childhood Settings

Play and Learning in Early Childhood Settings Author Ingrid Pramling Samuelsson
ISBN-10 9781402084980
Release 2008-11-14
Pages 195
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This book represents the outcome of the joint activities of a group of scholars who were concerned about the lack of international research in play for children from birth to 3 years. The authors are members of the Organisation Mondiale pour ` l’Education Prescholaire ́ (OMEP). For further information, see http://www.om- ong.net/. The idea of carrying out a research project internationally was born at the OMEP’s World Congress in Melbourne, Australia 2004. All member countries were invited and 10 countries decided to participate, of which three have withdrawn d- ing the process. The reason for this might be that in these countries only one person was working with the project, while other seven countries have been working in a team of two or more persons. The countries that have carried out research and contributed to this book with a chapter each are Australia, Chile, China, Japan, New Zealand, Sweden and USA (Wisconsin). For more information about the p- ticipating countries and their corresponding addresses, see Appendix I. This book project started in Melbourne with a discussion about what is general in early childhood education globally, and what is culturally speci c. The discussion was inspired by one of the keynote speakers, Nazhat Shameem (2004), judge in the supreme court in Fiji, when she said: “If we all think we are so different and speci c in each culture, the role of human rights has no value anymore.” We formulated three questions:



SAGE Handbook of Play and Learning in Early Childhood

SAGE Handbook of Play and Learning in Early Childhood Author Elizabeth Brooker
ISBN-10 9781473907164
Release 2014-06-17
Pages 448
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'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which consider: theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts. The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook's International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway



Varied Perspectives on Play and Learning

Varied Perspectives on Play and Learning Author Ole Fredrik Lillemyr
ISBN-10 9781623964177
Release 2013-09-01
Pages 245
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This book brings together an international group of researchers reporting on their work about play and early childhood education across 13 countries – Norway, Sweden, Denmark, England, Germany, Hong Kong, United States of America, India, The Maldives, Sri Lanka, Singapore, China and Australia. It contributes to growing international conversations about play and the role of play in early childhood education. Each of the chapters in this anthology reflects different directions in research as well as a range of approaches to reconceptualising play. Each researcher questions assumptions underpinning young children’s play and early childhood education and explores the implications of these questions for further research, practice and policy. Chapters report a wide range of innovative and transformative research, focusing on areas such as the play of infants and toddlers, the role of values in play, the complexity of connections between play and learning, motivation, the role and understandings of early childhood educators in promoting children’s play, risky play and the impact of Westernised approaches to play in different contexts. This book argues for the importance of children’s play at a time when there is a great deal of pressure to increase the academic focus of early education and to eliminate play that could be deemed risky. Several authors note moves towards pedagogies of play and explore the potential links between play and learning in early education settings. The research reported in this book is a timely reminder of the value of play, for and of itself, as well as the learning potential of play. It provides a pathway into the debates about the role and value of play in early years education for students, researchers and policymakers.



Play and Learning in the Early Years

Play and Learning in the Early Years Author Angela Glenn
ISBN-10 9781136767135
Release 2013-05-24
Pages 88
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Play is crucial to every child's development. Use these practical strategies to ensure all children benefit from learning through play. Includes: Short case studies that illustrate how strategies work in practice Practical, topical information on how to include all children in day-to-day activities Explanation of how different types of SEN can affect a child's play Advice on how to address different behaviours seen during play Photocopiable resources Written for practitioners in all pre-school settings, as well as students, parents and childminders.



Enhancing Learning through Play

Enhancing Learning through Play Author Christine Macintyre
ISBN-10 9781317206941
Release 2016-08-11
Pages 136
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Written to explain why children need to play and offering practical guidance on how to best support children’s development through play, this fully updated third edition includes a wealth of new information to reflect recent changes in the curriculum and early years qualifications. Featuring new chapters on pretend play and the impact of parenting on child development, the book addresses practitioners key concerns through an accessible Q&A format supported with case studies relating to different play situations. It encourages the reader to challenge their own perceptions about play, exploring why children behave as they do at different stages in their development and showing how play can complement and enhance their social, emotional, perceptual motor and intellectual development. This jargon free, updated edition presents: a clear and detailed explanation of the different kinds of play children engage in as they learn and grow. how children learn through their play in a variety of situations. the subtle but genuine differences between male and female development. the difficulties children may have when they have over or under sensitivity to any specific sense or any problems with movement. the importance of emotional well being in children and how this affects their ability to play. an introduction to senses and brain development. Providing a grounded and gentle introduction to child development, this book brings a deeper understanding of children’s learning through play and is an invaluable resource for students on early years courses and practitioners.



Playing and Learning in Early Childhood Education

Playing and Learning in Early Childhood Education Author Beverlie Dietze
ISBN-10 0135125464
Release 2011-03-09
Pages 445
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Playing and Learning in Early Childhood Education supports early childhood education students, practitioners, and primary educators to engage in the exploration of the theoretical framework of play, characteristics of play, the environmental and cultural factors that influence play, and the application of developmentally appropriate play practices. The text includes in-depth information on emerging topics such as environmental literacy, sustainability in play settings, and the impact of new technology, as well as the importance of outdoor play to combat the rise of obesity.



Play and Practice in the Early Years Foundation Stage

Play and Practice in the Early Years Foundation Stage Author Natalie Canning
ISBN-10 9781446248447
Release 2010-11-12
Pages 200
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Play is an underlying theme of the Early Years Foundation Stage (EYFS) but it is often a challenge for practitioners to provide a play based curriculum. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed, planned and assessed in a meaningful context for the child. Organized into four sections that mirror the EYFS, this book takes you through the curriculum framework demonstrating how play underpins each of these principles and is the common thread that links them together. Chapters include: - celebrating children's play choices - ways to work with parents - inspiring environments for inspirational play - the role of play in supporting key relationships - creative play for flexible learning Incorporating the voices of Early Years practitioners, this book takes the unique approach of analysing the academic theory, showing how this can be put into practice and then suggesting activities to facilitate reflective practice and professional development. Useful to all those studying on any Early Years course, the book is particularly relevant to those leading practice in early years settings and those working towards Early Years Professional Status (EYPS).



Young Children Playing and Learning in a Digital Age

Young Children Playing and Learning in a Digital Age Author Christine Stephen
ISBN-10 9781317224976
Release 2017-11-27
Pages 160
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Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.



Play and Learning in the Early Years

Play and Learning in the Early Years Author Jennie Lindon
ISBN-10 9781907241987
Release 2013-04-10
Pages 67
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This book is a comprehensive resource for practical activities and games for the under threes. As well as providing a wealth of activities for pre-school children, this book maps out exactly how each activities relates to the child's development. This book approaches the years of 0-1, 1-2 and 2-3 of a child's life and suggests a wide range of activities that are developmentally appropriate for each of these age ranges. Activities at each age range cover the following areas of learning and development at a level suitable for toddlers and babies: Communication, Language and Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Personal, Social and Emotional Development Creative Development Physical Development An essential guide to the importance of play, this book will be of use to anyone working with the under threes.



Children at Play

Children at Play Author Barbara Martin
ISBN-10 1858564840
Release 2011
Pages 146
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This captivating book illuminates our understanding of how young children develop gender identities. A two year longitudinal research project on children's own understandings of gender casts new light on how 3 and 4 year-old newcomers in early years classes learn rules for gendered behaviour from older children, in their imaginative and socio-dramatic play, and outdoors in the playground. "Children at Play" explores children's power relationships and argues that children need adult intervention and support if they are to cross gender borders successfully. It encourages practitioners to reflect on ways of helping young girls and boys gain access to a greater range of play choices, and it provides practical checklists for action. Essential reading for all preschool educators who are interested in developing children's self-esteem, achievement, positive identities and relationships through play. Early years lecturers and student teachers on BEd and PGCE courses or degree courses in Educational Studies and Early Childhood Studies, and teachers, researchers and policy makers seeking to implement equal opportunities initiatives in early childhood education will need this book.



Forest School and Outdoor Learning in the Early Years

Forest School and Outdoor Learning in the Early Years Author Sara Knight
ISBN-10 9781446283097
Release 2013-06-17
Pages 176
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Outdoor learning continues to play an essential role in early years education, and this new edition of a bestselling book explores how the Forest School approach can be easily and effectively incorporated into early years practice. Expanding on aspects of Forest School teaching, and drawing on new developments and policy changes within the field, this new edition also includes: - a new chapter on working with parents - greater coverage of the 0-2 age range - new case studies to aid learning - coverage of international approaches to Forest School Yet again Sara Knight delivers an inspirational text for all those working in or studying early years education and care. Sara Knight is an experienced early years educator and Senior Lecturer at Anglia Ruskin University. She is a trained Forest School practitioner and author of Forest Schools For All and Risk and Adventure in Early Years Outdoor Play (both published by SAGE).