"Thinking about Play... cleverly brings together research-based chapters from experienced Early Years practitioners and academics who provide knowledge the field desperately needs to ensure young children can engage in play - laying their own meaningful foundations for their later education."
Tricia David, Emeritus Professor of Education, Canterbury Christ Church University, UK"This book provides an excellect collection of chapters which encourages early years practitioners to really get to grips with their own perceptions about, understanding of and beliefs in relation to play in early education settings. In so doing, they will also be well-supported in getting to grips with decisions to change and develop their playful practices for the benefit and pleasure both of children and of themselves. Janet Moyles has brought together a good number of well-respected writers in the field in a highly accessible and informative book.
Professor Pat Broadhead, Leeds Metropolitan University, UK This edited collection brings together play and reflective practice and supports practitioners in reflecting more deeply on the play provision they make for young children. This involves analysing and evaluating what makes quality play and learning experiences by considering how current research might impact on practice.Key features:
Introduces the concept of 'playful pedagogies' and explains how it relates to practiceEach chapter starts with an abstract so that readers can dip into issues of particular interest and concernIncludes questions and follow-up ideas that can be used for CPD experiences and training
This important book supports early years students and practitioners in developing their own thinking, ideologies and pedagogies. Contributors: Deborah Albon, Pat Beckley, Avril Brock, Stephanie Collins, Jane George, Jane Gibbs, Justine Howard, Pam Jarvis, Karen McInnes, Kevin Kelman, Linda Lauchlan, Paulette Luff, Estelle Martin, Theodora Papatheodorou, Marie Sprawling, Lynsey Thomas, Pauline Trudell, Rebecca Webster, Bryonie Williams, Maulfry Worthington
Introduction
PART 1: Theoretical aspects of play and reflection
Practitioner reflection on play and playful pedagogies
Thinking through the challenge of a play-based curriculum. Increasing playfulness via co-construction
The nature of practitioners' reflection on their reflections about play
Play and a constructivist approach to literacy learning. Comparing settings in Norway and EnglandPART 2: Reflecting on children's playful learning
Reflecting on child-initiated play
Play as an emotional process
Listening to and learning from children's perspectives
Reflecting on children 'playing for real' and 'really playing' in the early years
PART 3: Reflecting on playful learning environments
The pedagogy of play(ful) learning environments
Thinking it through. Rough and tumble play
'This is a different calculator - with computer games on'. Reflecting on children's symbolic play in the digital age
A place for play. Creating complex learning environments
PART 4: Reflecting on playful contexts
Thinking through transition, pedagogy and play from early childhood education to primary
Thinking through the uses of observation and documentation
Afterword
