Play at the center of the curriculum / Judith Van Hoorn, University of the Pacific ; Patricia Monighan Nourot, Late of Sonoma State University ; Barbara Scales, University of California, Berkeley ; Keith Rodriguez Alward
- Machine generated contents note: 1.Looking at Play Through Teachers' Eyes -- Play at the Center of a Developmentally Based Curriculum -- The Power of Play in Development -- Play as a Fundamental Human Activity -- Grounding Practice in Theory, Research, and the Wisdom of Practitioners -- Play at the Center of the Early Childhood Curriculum: A Model for Practice -- The Play Continuum -- How Teachers of Young Children View Play -- Play Through the Eyes of Brandon's Teacher -- Randi: Meeting the Needs of Individual Children in Preschool -- Pat: From Worksheeets and Desks to Blocks and Bubbles in Kindergarten -- Kristin: Letting Children Develop at Their Own Pace in First Grade -- Play and Developmentally Appropriate Practice -- Addressing Standards in the Play-Centered Curriculum -- Principles for Developing Appropriate Standards for Young Children -- The Development and Implementation of Standards: Challenges and Possibilities -- The Critical Role of the Teacher --, Contents note continued: Advocating for Play -- The Advocacy Continuum -- Becoming an Informed Advocate for Play -- Resources for Informed Play Advocates: Getting Started -- Expanding the Toolkit for Play Advocacy -- Summary -- Applying Your Knowledge -- 2.Play and Development: Theory -- A Constructivist View of Play and Development -- Piaget's Developmental Theory and Play -- Three Types of Knowledge -- Piaget: The Development of Play -- Games with Rules -- Vygotsky: Development and Play -- The Zone of Proximal Development -- Interpersonal to Intrapersonal Processes in Learning -- Acquiring Mental Tools -- Understanding Rules -- Vygotsky's Levels of Symbolic Play -- Mead: Play and the Developing Sense of Self -- The Play Stage -- The Game Stage -- The Generalized Other Stage -- Erikson: Play and Mastery in the Inner World of Childhood -- Infancy: Trust and Mistrust -- Toddlerhood: Autonomy, Shame, and Doubt -- Early Childhood and the Play Stage: Initiative and Guilt --, Contents note continued: Industry and Inferiority: Play and Work in Middle Childhood -- Summary -- Applying Your Knowledge -- 3.Play as the Cornerstone of Development: The Literature -- Play and Intellectual Development -- Play and the Development of Symbolic Thought -- Play and the Development of Language and Literacy -- Play and Logical-Mathematical Thinking -- Play and Problem Solving -- Play and Children with Special Needs -- Play, Imagination, and Creativity -- Three Aspects of Imagination and Fantasy -- Play and Social-Moral Development -- Parten's Research on Play and Social Participation -- Play and Emotional Development -- Play and the Harsh Realities of Some Children's Lives -- Summary -- Applying Your Knowledge -- 4.Orchestrating Children's Play: Setting the Stage -- Principles Guiding Play Orchestration -- Taking the Child's View -- Teacher as Keen Observer -- Seeing Meaning as It Is Constructed -- Teacher as Stage Manager --, Contents note continued: A Continuum of Play Orchestration Strategies -- Setting the Stage for Play -- Preparing the Physical Space for Play -- Play Safety -- Planning the Daily Schedule -- Extensions for Play in the Curriculum -- Play-Generated Curriculum -- Curriculum-Generated Play -- Summary -- Applying Your Knowledge -- 5.Orchestrating Play: Interactions with Children -- Play and Scaffolding -- Spontaneous, Guided, and Directed Play -- The Artist Apprentice -- The Peacemaker -- Guardian of the Gate -- Parallel Player -- Spectator -- Participant -- Matchmaker -- Story Player -- Play Tutor -- Choosing a Strategy -- Challenges in Play for Children with Special Needs -- Challenges in Play for Children Who Are Dual Language Learners -- Timing Is Everything: Entering and Exiting Children's Play -- Play and the Culture of School -- Responding to Violent Play -- Ascertaining Children's Purposes in Play -- Diffusing Violence in Play -- Addressing Exclusion---Supporting Inclusion --, Contents note continued: Building a Peaceful Classroom -- Summary -- Applying Your Knowledge -- 6.Play as a Tool for Assessment -- Features of Assessment of Children's Play -- Using Assessments of Children's Play as an Integrated Approach to Assessment -- Examining the Purposes of Assessment -- Play and Assessments of Children from Diverse Cultures and Backgrounds -- Play and Assessments of Children with Special Needs -- Assessing Age Appropriate and Individually Appropriate Development -- Assessing Development of Concepts and Skills -- Assessing Individual Development -- Intelligence Is Multifaceted -- How Play Informs Assessments -- Principles for Implementing Play-Centered Assessments -- Ascertaining the Child's Viewpoint -- Attending Carefully to the Child's Behaviors and Verbalizations -- Reflecting on Whether a Question Will Empower the Child or Foster Dependence on Adult Judgments -- Strategies for Collecting and Organizing Information -- Observational Records --, Contents note continued: Checklists -- Portfolios -- Documentation Panels and Assessments -- Videos -- Interviews of Children About Their Play -- Additional Models and Instruments for Assessing Play -- Using Play-Centered Assessments to Advocate for the Play-Centered Curriculum -- Summary -- Applying Your Knowledge -- 7.Mathematics in the Play-Centered Curriculum -- Co-authored with Sandra Waite-Stupiansky, Edinboro University of Pennsylvania The Nature of Mathematics -- The Goals and Foundations of Early Childhood Mathematics Education -- The Foundations of Early Childhood Education Programs -- The Development of Mathematical Understandings -- Play Supports the Development of Mathematical Concepts -- Play and the Development of Mathematical Processes -- The Play-Centered Curriculum Promotes the Development of Mathematical Thinking for All Children -- Orchestrating Play to Promote All Children's Understanding of Mathematics --, Contents note continued: Supporting Children from All Cultures and Children Who Are Dual Language Learners -- Supporting Children with Special Needs -- The Assessment of Children's Mathematical Understandings -- Standards, Expectations, and Professional Expertise -- Contexts for Mathematics in the Play-Centered Curriculum -- Play: The First Context for Promoting Children's Understandings of Mathematics -- Daily Life Situations: The Second Context for Promoting Children's Understandings of Mathematics -- Teacher-Planned Activities: The Third Context for Promoting Children's Understandings of Mathematics -- Play-Generated Curriculum and Curriculum-Generated Play: Integrating Contexts for Learning Mathematics -- Summary -- Applying Your Knowledge -- 8.Language, Literacy, and Play -- Literacy Begins -- Play, Language, and Literate Behavior: A Natural Partnership -- Communication as a Prerequisite for Play with Others -- Play as a Form of Communication --, Contents note continued: Fostering Literate Behaviors -- The Value of the Play-Based Curriculum -- Early Story Constructions -- How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages -- Dual Language Learners: Masha's Story -- Honoring the Importance of Literate Behaviors -- Emergent Literacy -- Writing, Graphics, and Narrative Construction -- Awareness of Sounds and Patterns of Language -- Language and Literacy Learning in the Primary Grades: The Motivating Power of Play -- Multimedia Extend Meanings of Literacy -- Dynamic Approaches to Promoting Literacy Through Play -- Using Drama Techniques to Enhance Sociodramatic Play -- Story Dictation and Story Playing -- Balanced Opportunities for Varied Kinds of Play Support Competencies in Language and Literacy -- Time for Language and Literacy in Play -- Space for Language and Literacy Learning -- Materials for Language, Literacy, and Reading and Writing in Play -- Guidance for Literacy in Play --, Contents note continued: Standards for Literacy: Calls for Accountability -- Summary -- Applying Your Knowledge -- 9.Science in the Play-Centered Curriculum -- Play Supports the Development of Scientific Understandings -- Science and Spontaneous Play: Scientists Tour a Kindergarten Class -- The Goals of a Balanced Early Childhood Science Curriculum -- Scientific Literacy for All Children -- The Nature of Science -- Scientific and Engineering Practices -- Scientific Concepts -- Scientific Content -- Science, Play, arid Children's Development -- Science Learning and Social Contexts -- Nature and the Environment: Developing a Sense of Place -- Helping Urban Children Develop a Sense of Place -- Promoting Equity and Excellence for All -- Building on the Strengths and Needs of Children Who Are Dual Language Learners -- Developing Inclusive Science Curriculum for Children with Special Needs -- Play-Generated Science Curriculum and Science Curriculum-Generated Play: Making Connections --, Contents note continued: Play-Generated Science Curriculum -- Science Curriculum-Generated Play -- Addressing the Science Framework and Standards in the Play-Centered Curriculum -- Developing Confidence in Teaching Science -- Summary -- Applying Your Knowledge -- 10.The Arts in the Play-Centered Curriculum -- A Guide for Curriculum Design -- Entering the Child's World of Spontaneous Play -- Incorporating Artwork -- Monitoring the Quality and Challenge of Play: Tactile and Sensory Arts -- The Arts Enhance Knowledge in All Curriculum Domains -- Supporting Art and Play: Time, Space, Materials, and Teacher Know-How -- Presentation of Art Making and Constructive Play Materials -- Content -- Cultural Enrichment in the Arts -- Music and Movement in the Play-Centered Curriculum -- Diverse Musical Traditions Enrich the Classroom Culture -- Integration of Children's Experiences and Feelings Through Play in the Arts -- A Balanced Arts Curriculum --, Contents note continued: Knowledge of the Patterns of Development in Children's Art Making -- Documenting Change and Growth: Heidi's Horses -- Important Considerations -- Children with Special Needs: Guiding for Mastery and Competence -- Children's Play Interests Reflected in a Play-Centered Curriculum -- Guided and Directed Play in the Arts -- Summary -- Applying Your Knowledge -- Table of Basic Art Activities for Early Learners -- 11.Play and Socialization -- Saying Goodbye to Parents -- From Separation to Integration: John's Fire Hydrants -- Diversity Creates Social Enrichment for Today's Classrooms -- Diversity Can Create Challenges for Teachers -- Inclusion of Children with Special Needs -- Traditional Research and Practice -- Current Practice Illuminated by Research -- Differences in Boys' and Girls' Play and Socialization -- Children's Negotiations Create a Dynamic Context for Play -- Newspapers -- Play Provides a Bridge Between Theory and Practice --, Contents note continued: The Interpretive Approach -- Teachers Take a Research Stance: Views from the Inside -- Children's Interactive Strategies -- Studying the Social Ecology of a Preschool Classroom -- Taking an Interpretive Approach to the Social Ecology of the Classroom -- Contrasts in Social Ecologies -- Kitchen Play Reexamined -- Teacher Support for Play Interactions -- Children Grant Warrants for Play -- Supporting Interactive Play at the Environmental Level -- Precursors to Formal Social Studies Standards in Early Childhood Programs -- Social Science for Young Children -- Summary -- Applying Your Knowledge -- 12.Outdoor Play / Jane P. Perry -- The Importance of Outdoor Play -- The Importance of Outdoor Physically Active Play -- The Importance of Outdoor Nature Play -- The Importance of Child-Initiated Play and Inquiry -- How the Outdoor Classroom Is Different from the Inside Classroom -- Teaching Goals and Guidelines for the Outdoor Classroom --, Contents note continued: Best Practices in Planning for Outdoor Play -- Serving Children from Diverse Backgrounds -- Sites with Outdoor Challenges -- The Adult's Feelings About Being Outdoors -- Observing and Interpreting Outdoor Play -- Understanding Children's Outdoor Peer Play -- The Phases of Peer Play -- Supporting Big Body Rough and Tumble Outdoor Play -- Serving Students with Special Needs -- Teacher Decision Making During Outdoor Play -- Teaching Styles That Support Outdoor Play -- Indirect Coordination -- Direct Involvement -- Fostering Inquiry in the Outdoor Classroom -- Assessing Children's Play in the Outdoor Classroom -- Evaluating Outdoor Play Environments -- Advocacy in Action: Outdoor Play for All Children -- Summary -- Applying Your Knowledge -- 13.Toys and Technology as Tools for Play -- Principles for Considering Toys and Media Technology as Tools for Play -- Types of Toys -- Toy Use and Children's Development -- Games with Rules --, Contents note continued: Children Under Siege: Toys and the Marketplace -- Toys That Limit Development -- Toys That Undermine Gender Equity -- Media Technology in the Lives of Children -- A Look at Research on Children's Use of Media Technology -- Guidance From Professional Education and Public Health Associations -- Recommendations for the Use of Media Technology in a Play-Centered Curriculum -- Teachers Talk About Using Media Technology in a Play-Centered Curriculum -- Media Technology: Supporting Children with Special Needs -- Media Technology: Benefits and Challenges in Promoting Equity -- Media-Technology: Play-Generated Curriculum and Curriculum-Generated Play -- Examples of Adult Use of Media Technology in Programs for Children 2-5 Years of Age -- Examples of Children's Use of Media Technology in Kindergarten and the Primary Grades -- Media Technology, Standards, and Play -- Summary -- Applying Your Knowledge -- 14.Conclusion: Integrating Play, Development, and Practice --, Contents note continued: Constructivism and Development -- What Is Developed? -- Means-Ends Coordinations and Development -- Constructivism and Social--Cultural Theories of Development -- Jean Piaget (1896--1980) -- Lev Vygotsky (1896--1934) -- Connecting Piaget's and Vygotsky's Theories -- A Closer Look at Piaget and Constructivist Theory -- Schemes: Assimilation, Accommodation, and Play -- Stages of Development and Play -- The Construction of Reality -- Social Experience and the Construction of Reality -- Play and Development -- Play and the Development of Intelligence -- Play and the Development of Personality -- Play and the Development of Competencies -- Play and the Development of the Social Self -- The Meaning of Play in Childhood and Society -- Play and the Work of Society -- Autonomy as the Context for Development -- Development, Developmentally Appropriate Practices, and Play -- Expectations for Ourselves and Our Children: Standards --, and Contents note continued: Early Childhood Professionals as Advocates for Play -- Resources for Action -- Sharing Our Advocacy Stories -- Advocating for Play Through Play -- Summary -- Applying Your Knowledge.
- Bibliography Note:
- Includes bibliographical references (pages 437-454) and indexes.
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