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| play at the center of the curriculum: Play at the Center of the Curriculum Judith VanHoorn, Patricia Nourot, Barbara Scales, Keith Alward, 2015 The leading text in the field-- Theory and practice combine to help teachers put play at the center of a balanced curriculum. This widely used resource seamlessly combines the features of a text on play and development with the features of an early childhood curriculum text to present a comprehensive, cogent rationale for placing play at the center of a balanced curriculum. The leading text in the field, Play at the Center of the Curriculum is ideal for those who want to engage children in a developmental zone where children and teachers are learning from and with each other. The authors put play at the center of a balanced curriculum that includes spontaneous, guided, and directed play as well as teacher planned instruction. They describe how knowledgeable teachers use a wide repertoire of strategies to orchestrate the flow from spontaneous play to guided play, to more subject oriented instruction, and back to play. This thoroughly updated Sixth Edition interweaves anecdotes of children's play, theories of play and development, empirical evidence from research, and practical instructional strategies to give students a clear look at play and the curriculum. This text provides the ideal teaching and learning experience. Here's why: Carefully written and coordinated chapter features enhance student learning. A blend of how-to and theory, plus extensive updates in each new edition make this both a current and a classic text on play that includes all children. Readers are immersed in the experiences of real classrooms through anecdotes and numerous vignettes. The interests of today's students are addressed, from violent play and bullying to children and nature, to enriching the outdoor classroom. |
| play at the center of the curriculum: Play at the Center of the Curriculum Judith Lieberman Van Hoorn, 1993 This resource examines the natural connection between play and a young child's development. It advocates that play should be an integrated part of the early childhood curriculum and then demonstrates how to draw both the methods and the content of a successful curriculum from children's spontaneous play. Anecdotes of children's play, theories of play and development, and instructional strategies are interwoven throughout the book. Early childhood educators. |
| play at the center of the curriculum: Play at the Center of the Curriculum (Subscription) Judith VanHoorn, Patricia Monighan Nourot, Barbara Scales, Keith Alward, 2014-12-18 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. The leading text in the field, Play at the Center of the Curriculum seamlessly combines the features of a text on play and development with the features of an early childhood curriculum text to present a comprehensive, cogent rationale for placing play at the center of a balanced curriculum. Ideal for those who want to engage children in a developmental zone where children and teachers are learning from and with each other, the aut. |
| play at the center of the curriculum: Play at the Center of the Curriculum: Pearson New International Edition PDF eBook Judith VanHoorn, Patricia Monighan Nourot, Barbara Scales, 2013-08-29 Play at the Center of the Curriculum is a resource for those who want to engage children in a developmental zone where children and teachers are learning. Current and future teachers are guided in methods of supporting children’s progress through play. This book carefully blends theory and practice. As seasoned teachers, we demonstrate how to draw both the methods and the content of a successful curriculum from children’s play. We interweave anecdotes of children’s play, theories of play and development, and instructional strategies that place play at the center of the curriculum. |
| play at the center of the curriculum: Play at the Center of the Curriculum Judith Lieberman Van Hoorn, Barbara Scales, Patricia Monighan Nourot, Keith Rodriguez Alward, 2015 |
| play at the center of the curriculum: Play at the Center of the Curriculum , 1993 |
| play at the center of the curriculum: Play at the Center of the Curriculum Judith Lieberman Van Hoorn, 1999 This resource examines the natural connection between play and a young child's development and learning. The authors advocate that play should be at the heart of the early childhood curriculum and then demonstrate how to draw both the methods and the content of a successful curriculum from children's spontaneous play. Anecdotes of children's play, theories of play and development, and instructional strategies are interwoven throughout the book. This book takes a unique position, asking not only, How can play support curriculum? but also How can curriculum support play? |
| play at the center of the curriculum: Play at the Center of the Curriculum Judith Lieberman Van Hoorn, 2003 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. |
| play at the center of the curriculum: Let Them Play Denita Dinger, Jeff A. Johnson, 2013-01-15 Playtime is focused, purposeful, and full of learning. As they play, children master motor development, learn language and social skills, think creatively, and make cognitive leaps. This (un)curriculum is all about fostering children's play, trusting children as capable and engaged learners, and leaving behind boxed curriculums and prescribed activities. Filled with information on the guiding principles that make up an (un)curriculum, learning experience ideas, and suggestions for building strong emotional and engaging physical environments, Let Them Play provides support to those who believe in the learning power of play. Jeff A. Johnson spent twenty-five years as a child care provider in center- and home-based programs. He now works full time as an author, keynote speaker, podcaster, toymaker, and early learning advocate. He is the author or coauthor of six other Redleaf Press books. Denita Dinger has been a child care provider for more than fifteen years and operates a family child care program. For the last five years, she has been a frequent keynote speaker at early childhood conferences, focusing on the topics of hands-on learning and learning through play. |
| play at the center of the curriculum: Tools of the Mind Elena Bodrova, Deborah Leong, 2024-04-24 Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development. |
| play at the center of the curriculum: Lisa Murphy on Play Lisa Murphy, 2016-05-16 Discover why playing is school readiness with this updated guide. Timely research and new stories highlight how play is vital to the social, physical, cognitive, and spiritual development of children. Learn the seven meaningful experiences we should provide children with every day and why they are so important. |
| play at the center of the curriculum: From Play to Practice Marcia L. Nell, Walter F. Drew, Deborah E. Bush, 2013 Describes play workshop experiences that give educators a deeper understanding of play-based learning and illustrate the power of play. |
| play at the center of the curriculum: Play and Curriculum Myae Han, James E. Johnson, 2019-11-01 Educators have long been pursuing and applying ways that play can be a context and even a medium for teaching and learning. Volume 15 of Play & Culture Studies focuses on the special topic on Play and Curriculum, a long waited topic to many educators and researchers in the field of play and education. This volume includes chapters reporting recent studies and practical ideas examining the relations between the play and curriculum from early education to higher education. The volume has 3 sections with the 9 chapters grouped to represent various voices on play and curriculum: in Culture, in STEM, in Higher Education. The uniqueness of this book is represented by its breadths and depths of diversity from investigating play and curriculum in an indigenous group in Columbia to play in a New York City Public school and from play and curriculum in a Family Child Care context to the uses of play with college students. |
| play at the center of the curriculum: Serious Fun Marie L. Masterson, Holly Bohart, 2019 A practical book for teachers consisting of 10 YC and TYC articles on the importance of integrating rich content-based, teacher-guided instruction with meaningful child-centered play to nurture children's emerging capabilities and skills. |
| play at the center of the curriculum: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| play at the center of the curriculum: Eager to Learn National Research Council, Commission on Behavioral and Social Sciences and Education, Committee on Early Childhood Pedagogy, 2001-01-22 Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€and learnersâ€every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. |
| play at the center of the curriculum: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| play at the center of the curriculum: Purposeful Play Kristine Mraz, Alison Porcelli, Cheryl Tyler, 2016 Play is serious business. Whether it's reenacting a favorite book (comprehension and close reading), negotiating the rules for a game (speaking and listening), or collaborating over building blocks (college and career readiness and STEM), Kristi Mraz, Alison Porcelli, and Cheryl Tyler see every day how play helps students reach standards and goals in ways that in-their-seat instruction alone can't do. And not just during playtimes. We believe there is play in work and work in play, they write. It helps to have practical ways to carry that mindset into all aspects of the curriculum. In Purposeful Play, they share ways to: optimize and balance different types of play to deepen regular classroom learning teach into play to foster social-emotional skills and a growth mindset bring the impact of play into all your lessons across the day. We believe that play is one type of environment where children can be rigorous in their learning, Kristi, Alison, and Cheryl write. So they provide a host of lessons, suggestions for classroom setups, helpful tools and charts, curriculum connections, teaching points, and teaching language to help you foster mature play that makes every moment in your classroom instructional. Play doesn't only happen when work is over. Children show us time and time again that play is the way they work. In Purposeful Play, you'll find research-driven methods for making play an engine for rigorous learning in your classroom. |
| play at the center of the curriculum: Let's Play Jeff A. Johnson, Denita Dinger, 2014-03-10 Let children experience the learning power of play! Let’s Play is a handbook full of child-led, open-ended learning adventures. The 39 fresh, fun, and budget-friendly activities (plus more than 225 play variations) are packed with learning that helps children develop important motor, cognitive, language, and social skills. These activity starters were all tested by a slew of early childhood professionals and approved by the children they work with. Building on the early learning principles presented in the author team’s first book together, Let Them Play: An Early Learning (Un)Curriculum, they also support your transition to a play-based, child-led (un)curriculum. Jeff A. Johnson has more than twenty years of early childhood experience as a former child care center director and current family child care business owner. He is a popular keynote speaker, trainer, and author of six books. Denita Dinger has been a child care provider for more than ten years and is a frequent speaker at early childhood conferences, focusing on the topics of hands-on and play-based learning. This is her second book. |
| play at the center of the curriculum: From Children's Interests to Children's Thinking Jane Tingle Broderick, Seong Bock Hong, 2020-06-30 Learn how to connect your curriculum planning to children's interests and thinking. With this book, educators will discover a systematic way for using documentation to design curriculum that emerges from children's inquiries, what they wonder, and what they want to understand. Get strategies for designing a classroom environment at the start of the year to facilitate emergent inquiry curriculum. Each chapter guides teachers to document and reflect on their thinking through each of the five phases of a cycle of inquiry process, including observing, interpreting the meaning of the play they see, and developing questions to engage children. |
| play at the center of the curriculum: Maker-Centered Learning Edward P. Clapp, Jessica Ross, Jennifer O. Ryan, Shari Tishman, 2016-12-05 The Agency by Design guide to implementing maker-centered teaching and learning Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard's Project Zero, this book Identifies a set of educational practices and ideas that define maker-centered learning, and introduces the focal concepts of maker empowerment and sensitivity to design. Shares cutting edge research that provides evidence of the benefits of maker-centered learning for students and education as a whole. Presents a clear Project Zero-based framework for maker-centered teaching and learning Includes valuable educator resources that can be applied in a variety of design and maker-centered learning environments Describes unique thinking routines that foster the primary maker capacities of looking closely, exploring complexity, and finding opportunity. A surge of voices from government, industry, and education have argued that, in order to equip the next generation for life and work in the decades ahead, it is vital to support maker-centered learning in various educational environments. Maker-Centered Learning provides insight into what that means, and offers tools and knowledge that can be applied anywhere that learning takes place. |
| play at the center of the curriculum: A Child's Work Vivian Gussin Paley, 2009-09-15 The buzz word in education today is accountability. But the federal mandate of no child left behind has come to mean curriculums driven by preparation for standardized tests and quantifiable learning results. Even for very young children, unstructured creative time in the classroom is waning as teachers and administrators are under growing pressures to measure school readiness through rote learning and increased homework. In her new book, Vivian Gussin Paley decries this rapid disappearance of creative time and makes the case for the critical role of fantasy play in the psychological, intellectual, and social development of young children. A Child's Work goes inside classrooms around the globe to explore the stunningly original language of children in their role-playing and storytelling. Drawing from their own words, Paley examines how this natural mode of learning allows children to construct meaning in their worlds, meaning that carries through into their adult lives. Proof that play is the work of children, this compelling and enchanting book will inspire and instruct teachers and parents as well as point to a fundamental misdirection in today's educational programs and strategies. |
| play at the center of the curriculum: This Is Play Julia Luckenbill, Aarti Subramaniam, Janet Thompson, 2019-10-15 Connecting theory to practice, this book highlights the importance of play for the social, emotional, and intellectual development of very young children. Combines theoretical and practical information and includes guidance about how to improve interactions with children, select materials for young children to use, and work with families to support children development. Through vignettes, photographs, and narrative text, learn a range of ideas to help infant-toddler teachers become more responsive to children's cues and more intentional in their interactions and play with children. |
| play at the center of the curriculum: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| play at the center of the curriculum: Emergent Curriculum in Early Childhood Settings Susan Stacey, 2008-07-01 Helps providers implement proven child-centered curricular practices while meeting early learning standards. |
| play at the center of the curriculum: The Importance of Being Little Erika Christakis, 2016-02-09 “Christakis . . . expertly weaves academic research, personal experience and anecdotal evidence into her book . . . a bracing and convincing case that early education has reached a point of crisis . . . her book is a rare thing: a serious work of research that also happens to be well-written and personal . . . engaging and important.” --Washington Post What kids need from grown-ups (but aren't getting)...an impassioned plea for educators and parents to put down the worksheets and flash cards, ditch the tired craft projects (yes, you, Thanksgiving Handprint Turkey) and exotic vocabulary lessons, and double-down on one, simple word: play. --NPR The New York Times bestseller that provides a bold challenge to the conventional wisdom about early childhood, with a pragmatic program to encourage parents and teachers to rethink how and where young children learn best by taking the child’s eye view of the learning environment To a four-year-old watching bulldozers at a construction site or chasing butterflies in flight, the world is awash with promise. Little children come into the world hardwired to learn in virtually any setting and about any matter. Yet in today’s preschool and kindergarten classrooms, learning has been reduced to scripted lessons and suspect metrics that too often undervalue a child’s intelligence while overtaxing the child’s growing brain. These mismatched expectations wreak havoc on the family: parents fear that if they choose the “wrong” program, their child won’t get into the “right” college. But Yale early childhood expert Erika Christakis says our fears are wildly misplaced. Our anxiety about preparing and safeguarding our children’s future seems to have reached a fever pitch at a time when, ironically, science gives us more certainty than ever before that young children are exceptionally strong thinkers. In her pathbreaking book, Christakis explains what it’s like to be a young child in America today, in a world designed by and for adults, where we have confused schooling with learning. She offers real-life solutions to real-life issues, with nuance and direction that takes us far beyond the usual prescriptions for fewer tests, more play. She looks at children’s use of language, their artistic expressions, the way their imaginations grow, and how they build deep emotional bonds to stretch the boundaries of their small worlds. Rather than clutter their worlds with more and more stuff, sometimes the wisest course for us is to learn how to get out of their way. Christakis’s message is energizing and reassuring: young children are inherently powerful, and they (and their parents) will flourish when we learn new ways of restoring the vital early learning environment to one that is best suited to the littlest learners. This bold and pragmatic challenge to the conventional wisdom peels back the mystery of childhood, revealing a place that’s rich with possibility. |
| play at the center of the curriculum: Civic Engagement Across the Curriculum Richard M. Battistoni, 2017-01-27 Civic Education Across the Curriculum offers faculty in all disciplines rationales and resources for connecting their service-learning efforts to the broader goals of civic engagement. Campuses promoting engagement are beginning to tie service-learning practices to their civic mission of preparing students for participation in a diverse, democratic society. There are, however, few resources for faculty—especially those in fields not traditionally linked with civic education—to think about how civic engagement might be incorporated into their own disciplinary perspectives and course goals. This volume distills a wide range of disciplinary perspectives on citizenship into usable conceptual frameworks. It provides concrete examples of course materials, exercises, and assignments that can be used in service-learning courses to develop students’ civic capacities, regardless of disciplinary area. This volume will assist faculty in their own curricular work as well as enable them to combine their individual initiatives with others across their campus. |
| play at the center of the curriculum: Connect4learning Julie Sarama, 2016-02-01 |
| play at the center of the curriculum: Choice Time Renée Dinnerstein, 2016 Inquiry based play; Centers for reading; writing; mathematics and science |
| play at the center of the curriculum: Learning Together with Young Children Deb Curtis, Margie Carter, 2007-11-01 Provides early childhood teachers a framework for collaborating with children to create a dynamic, emergent curriculum. |
| play at the center of the curriculum: Learner-Centered Teaching Maryellen Weimer, 2008-05-02 In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone. |
| play at the center of the curriculum: Crisis in the Kindergarten E. Miller, 2009 |
| play at the center of the curriculum: Explorations with Young Children Anne W. Mitchell, Judy David, 1992 Explorations provides an integrated approach to the preschool curriculum, giving teachers a framework to use in developing activities which respond to the individual needs and interests of their children. |
| play at the center of the curriculum: Language in Cognitive Development Katherine Nelson, 1998-03-13 This book discusses the role of language as a cognitive and communicative tool in a child's early development. |
| play at the center of the curriculum: The School and Society John Dewey, 1899 |
| play at the center of the curriculum: The ELC: An Early Childhood Learning Community at Work Lorraine Melita, Heather Bridge, Patricia Roiger, 2020-07-21 |
| play at the center of the curriculum: Spotlight on Young Children Holly Bohart, Kathy Charner, Derry Koralek, 2015 The articles in this collection emphasize the importance of play--from infancy through the primary grades, how to support and scaffold children's play, and how to connect play to learning. Also included is a professional development guide with questions and activities---Publisher's Web site. |
| play at the center of the curriculum: An Integrated Play-based Curriculum for Young Children Olivia N. Saracho, 2013-03 Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and their personal-social world. An Integrated Play-Based Curriculum for Young Children offers the theoretical framework for understanding the origins of an early childhood play-based curriculum and how young children learn and understand concepts in a social and physical environment. Distinguished author Olivia N. Saracho then explores how play fits into various curriculum areas in order to help teachers develop their early childhood curriculum using developmentally and culturally appropriate practice. Through this integrated approach, young children are able to actively engage in meaningful and functional experiences in their natural context. Special Features Include: Vignettes of children’s conversations and actions in the classroom Suggestions for activities and classroom materials Practical examples and guidelines End-of-chapter summaries to enhance and extend the reader’s understanding of young children By presenting appropriate theoretical practices for designing and implementing a play-based curriculum, An Integrated Play-Based Curriculum for Young Children offers pre-service teachers the foundational knowledge about the field, about the work that practitioners do with young children, and how to best assume a teacher’s role effectively. |
| play at the center of the curriculum: The Intentional Teacher Ann S. Epstein, 2014 Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences. |
| play at the center of the curriculum: The Play's the Thing Elizabeth Jones, Gretchen Reynolds, 2015-04-24 Responding to current debates on the place of play in schools, the authors have extensively revised their groundbreaking book. They explain how and why play is a critical part of children’s development, as well as the central role adults have to promote it. This classic textbook and popular practitioner resource offers systematic descriptions and analyses of the different roles a teacher adopts to support play, including those of stage manager, mediator, player, scribe, assessor, communicator, and planner. This new edition has been expanded to include significant developments in the broadening landscape of early learning and care, such as assessment, diversity and culture, intentional teaching, inquiry, and the construction of knowledge. New for the Second Edition of The Play’s the Thing! Additional theories on the relationship of teachers and children’s play, e.g., Vygotsky and the role of imaginary play and Reggio Emilia’s image of the competent child.Current issues from media content, consumer culture, and environmental concerns.Standards and testing in preschool and kindergarten.Bridging the cultural gap between home and school.Using digital technology to make children’s play visible.Recent brain development research.And much more! Elizabeth Jones is faculty emerita in human development at Pacific Oaks College in Pasadena, California. Gretchen Reynolds is on the faculty in the early childhood education program at Algonquin College in Ottawa, Canada. Their other books on play include Master Players (Reynolds & Jones) and Playing to Get Smart (Jones & Cooper). “The Play’s the Thing provides an excellent summary of theories related to the importance of children's play and illustrates the six roles teachers can use to put these theories into practice.” —Harvard Educational Review “This book describes the knowledge that is required to foster play and to use it as a solid foundation on which to build learning.” —From the Foreword to the First Edition by Elizabeth Prescott, Faculty Emerita, Pacific Oaks College “Playful learning offers educators a plan for creating fun and engaging pedagogies that support rich curricula. . . . And this book offers magnificent descriptions and evidence-based examples of how teachers can pave this new road and create a climate for learning via play.” —From the Foreword to the Second Edition by Kathy Hirsh-Pasek, Temple University, and Roberta Michnick Golinkoff, University of Delaware |
PLAY AND CREATIVITY AT THE CENTER OF CURRICULUM AND …
In 2009 I began a longitudinal study that follows the pilot class of a new Independent elemen-tary school in New York City as it adds a grade level each year and whose curricular framework is …
Play at the Center of the Curriculum: Pearson New International …
Play at the Center of the Curriculum Van Hoorn Nourot Scales Alward Fifth Edition. Children engage in complex fantasy play that may involve danger and rescue themes. Anne Vega/Merrill.
Learning through play - UNICEF
This brief will help pre-primary stakeholders advocate for making play-based or playful learning a central aspect of expanding and strengthening the pre-primary sub-sector. Grounded in a …
White paper - Learning Through Play
How has learning through play been applied in formal schooling, and what has been the impact on children’s holistic skills? We viewed the research question through the lens of the LEGO …
Powerful Role of Play in Early Education Resources - (CA Dept …
Play is a young child’s world, and that world can be observed in an infant’s first exploration of an object through mouthing or a toddler’s attempts to climb tall steps and scoot down a slide at a …
(PDF) Key Stage 1, Learning Through Play - CCEA
Play at Key Stage 1. Play at Key Stage 1 involves providing a wide variety of worthwhile experiences which will help to develop the children’s knowledge, skills and understanding. …
Developing Play in the Curriculum - SAGE Publications Ltd
This chapter explores five key themes: understanding the processes that link playing and learning; examining different curriculum models; exploring the plan–do–review approach to integrating …
PLAY-BASED LEARNING IN SUPPORTING CHILDREN’S …
1. This paper provides a brief introduction to what is meant by play-based learning and how it contributes to children’s outcomes and facilitates the transition from ELC to primary school. It …
Learning through Play: Overview - Aistear Siolta
play (pp.54- 70) provide information on play including its characteristics as shown in Table 1 below. The guidelines also highlight the adult’s key role in planning, supporting and reviewing …
Playful Pedagogy - Play Scotland
Playful Pedagogy puts play experience as central to learning, giving pupils the flexibility to find their own solutions to both new and existing problems. It engages children in personally …
Child-Centred Curriculum Planning (0-5 years) - ACECQA
‘Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge …
Play and the Learning Environment - SAGE Publications Inc
CHAPTER 10. Play and the Learning Environment. This chapter will help you answer these important questions: Why is the physical environment important for learning and play? What …
Multi Perspectives on Play Based Curriculum Quality Standards in …
practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum.
The Curriculum Material Center’s Vital Link to Play and …
The educational theories surrounding play and learning are played out through the historical development of Curriculum Material Centers (CMC). The CMC refers to a physical location …
Learning through play: a review of the evidence
Playful learning can take many forms, including physical games such as hide and seek, construction play with blocks, board games, pretending with objects, or engaging in fantastical …
The Case for Play in Schools: A review of the literature
How ‘play’ can be defined is a matter of dispute for play scholars (Sutton-Smith, 1997). The UK playwork sector, which works with school-age children to support their play, is guided by a set …
The Importance of Imaginative Play and Creativity - ed
This study explores the relationship between imaginative play, both inside and outside the classroom, and examines the structures, approaches, benefits, and obstacles surrounding the …
How to integrate play and teaching in early childhood education
Play-based learning can incorporate a continuum of activities from child-led free play, to guided and teacher-directed play. Different kinds of play are all valuable and are used in different …
Purposeful Play during Learning Center Time: From Curriculum …
This article explores the correspondence between the vision of play articulated in Singapore’s national kindergarten curriculum framework and the play-related pedagogies enacted by …
Critiquing Child-Centred Pedagogy to Bring Children and Early …
1 Nov 2010 · In a child-centered education, the curriculum begins with the needs and interests of the child and responds to the unique characteristics of childhood. Teachers use their …
Practice Note - Play-Based Learning - college-ece.ca
Play-based learning, according to education researchers Danniels and Pyle1, is distinct from the broader concept of play. They describe two types of play that support children’s learning. 1. …
What is curriculum? - OCHA
Research Center for Child and Adolescent Development and Education Ochanomizu University 48 What is curriculum? We often see children play freely at kindergarten. However, it should …
Curriculum Guide - uwm.edu
UWM Children’s Learning Center Curriculum Philosophy At the UWM Children’s Learning Center, we believe that, from birth, all people are capable and competent. Each person is an individual …
Introduction to the Play K Curriculum Design - Cruise Libraries
Introduction to the Play K Curriculum Design "Play is a child's work." This quote, attributed to Maria Montessori, is well known in the early childhood community. Many ... telling set, build …
Tip Sheet for Practice and Play: Prekindergarten Blocks and Building Center
Dramatic play is a key opportunity for children to express themselves and learn about the world around them. While dramatic play should cross into multiple learning areas – e.g., pretending …
THE EARLY CHILDHOOD CARE AND EDUCATION POLICY
NCDC National Curriculum Development Centre NDP II Second National Development Plan NGOs Non-Governmental Organisations NIECD National Integrated Early Childhood …
Play/Active Learning - Hwb
The value of play/active learning within the curriculum A great deal has been written about ‘play’ which can often be mistaken for the opposite of work. This is not the case with structured …
The Ontario Curriculum, Grades 11 and 12: The Arts, 2010
1. The word parent(s) is used in this document to refer to parent(s) and guardian(s). 6 | THE ONTARIO CURRICULUM, GRADES 11 AND 12 The Arts Parents Parents1 have an important …
WHAT IS THE HIGHSCOPE CURRICULUM? - culpepercdc.org
HighScope is a comprehensive educational approach that strives to help children develop in all areas. Our goals for young children are: To learn through active involvement with people, …
EARLY LEARNING CENTER
Our" Play-Based Curriculum! 1. Fun & Creative Play-Based Curriculum For more than 24 years, over 200 extremely qualified childcare professionals contributed to the construction of this play …
YOUTH CENTER TOOLKIT : CREATING RESOURCES FOR …
Many effective youth programs center around public safe spaces where youth can share ideas, learn new skills, and have constructive use of their non-school or work time. ... with and in …
NATIONAL SYLLABUS FOR INTEGRATED EARLY …
The need to review and revise the IECD syllabus, arose in order to align it to the new curriculum framework and ECD Policy which focus at addressing the needs of the whole child adequately. …
CURRICULUM FRAMEWORK FOR TEACHER TRAINING …
CURRICULUM FRAMEWORK FOR TEACHER TRAINING COLLEGES iii FOREWORD The Ministry of Education (MINEDUC) is pleased to present the Competence- ... Soma Umenye, …
The Complete Guide to Godly Play - ChurchPublishing.org
to Godly Play Volume 2, Revised and Expanded Jerome W .Berryman An imaginative method for nurturing the spiritual lives of children Beginning the Godly Play Year ... Together the lessons …
Project Approach/Reggio Emilia Influenced Curriculum - The Excel Center
A classroom’s curriculum comes from the interests of children. We come up with ... Teachers play a dual role in the Reggio Emilia classroom. Their primary role is to learn alongside children, …
Mindfulness-Based Stress Reduction (MBSR) Authorized Curriculum …
Center for Mindfulness has , since 1979, conceptualized, developed, implemented and researched MBSR in the form of an 8-week, 10-session course comprised of 31 hours of direct instruction. …
Barriers to Implementation of Play in Early Childhood Classrooms
school environment that supports play (Lynch, 2015), thus suggesting that rejection of play-based pedagogy is the pervasive norm. Pyle and Bigelow (2014) suggest that, in addition to planning …
Early Childhood Development (ECD) and Educatedness in an …
play groups, crèches or play centres all around Zimbabwe, including the rural, mine and farm communities. Initially these centres were the responsibility of the Ministry of Women Affairs …
Learning through Play: Overview - Aistear Siolta
play (pp.54- 70) provide information on play including its characteristics as shown in Table 1 below. The guidelines also highlight the adult’s key role in planning, supporting and reviewing …
CMEC Early Learning and Development Framework
sharing and the release of CMEC’s Statement on Play-Based Learning in une 2012 (see page 18). fie statement on play was the rst phase to developing a comprehensive pan-Canadian …
How Does Play in Dramatic Play Centers Help Preschool …
academic curriculum for preschoolers. This effort diminishes the value of play in the young developmental years of children. The purpose of this study was to explore the type of activities …
fundamental stage of development starting players at the A tennis ...
Play Days: To run play during an entire session or as an event using Point Play and Play Format. activities. Basic Tactics Tool: A tactical system is provided so ‘game players’ are developed (in …
Values at Play: Curriculum & Teaching Guide (4-week version)
Scope of Values at Play ' There are four sections in the Values at Play unit. Section 1: Review readings and introduction to core concepts; Grow-A-Game cards activity (described in the …
White paper - Learning Through Play
4. A model for learning through play at school • 48 Characteristics of learning though play at school • 48 Skills and learning outcomes • 51 Integrated pedagogies • 52 Learner agency • 53 …
Seeking a “Happy Medium”: How Does Play Fit into the Curriculum?
“messy” or a “waste of time” to play being seen as a highly skilled process. Some participants viewed play as “structured” and “teacher directed” and so they infused play with their …
The Country Childrens Center
The 4 developmental goals of our curriculum • Social-emotional: to help children manage emotions and behavior, trust their new environment, make friends, and participate …
Curriculum Design, Revision and Evaluation Tool and Strategy Kit
An organizing center is communicated through a unit’s title, essential question and big idea. A quality curriculum will organize units of study around centers that are worthy of the time and …
Curriculum Guide - University of Wisconsin–Milwaukee
Center uses a whole child approach when thinking about children, knowing that all areas of development deserve awareness and nurturing, while valuing the knowledge that our children …
Preschool and Pre-Kindergarten Lesson Plan Season: Spring …
obj: to play a game while in a small group setting Creative Arts: P.M. Torn Paper Rainbows obj: to create using construction paper and glue My Book of Planting obj: to record and draw first …
Self-guided Learning Package 2nd Edition - ACECQA
Value of Play In order to provide a child-centred curriculum, you need to understand the importance of play. Play-based learning and intentionality: Belonging, Being and Becoming: …
Multi Perspectives on Play Based Curriculum Quality Standards …
found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum …
Curriculum for the Preschool - Skolverket
Ordinance (SKOLFS 2018:50) on the curriculum for the preschool . To order, please contact: Norstedts Juridik kundservice SE-106 47 Stockholm Phone: +46 8 598 191 90 E-mail: …
Basic Education Curriculum Framework - kicd.ac.ke
curriculum that provides every learner with seamless, competency based high quality learning that values every learner. In order to do this, highly knowledgeable, reflective, professional …
DRAFT NATIONAL ECD STANDARDS Including Guidelines and …
and curriculum - large motor/physical, fine motor/math, literacy, science, music, dramatic play - suitable and appropriate for all age groups in the Centre. D. Materials and equipment reflect …
Teachers' perspectives and play-based learning in kindergarten classrooms
guidelines, curriculum/play-based learning, and assessment (KEA initiative). Kindergarten ... Early Childhood, Center on Enhancing Early Learning Outcomes (CEELO), and The National …
Facilitating Play or Play in the Learning Domains - Harvard …
Facilitating Play or Play in the Learning Domains ... •Planning emergent curriculum based on children’s interests •Planning for embedding curriculum content and skills in children’s play …
Brief on the Emerging Language and Literacy Curriculum (ELLC): Preschool
The curriculum has seven progressing monitoring checklists to track child gains in all developmental domains. Dramatic Play Center in the ELLC Companion Briefs: The ELLC and …
NATIONAL CURRICULUM FRAMEWORK FOR SECONDARY …
• Curriculum. The curriculum is content-heavy, theoretical, and lacks an inquiry-based approach and practical applications, especially in science, technology, engineering, and mathematics …
120 Essential Survey Questions for Family Feedback
I understand the center’s mission and philosophy well. The center offers a creative play-based curriculum. The center values family participation. The center values family education. The …
Education, Curriculum and Learning Policy
• The curriculum will be evaluated and reflected upon by educators. Learning Experiences “Play is essential for optimal development and learning in young children.” (Play at the Center of the …
PREVIEW KIT THE HIGHSCOPE infant-toddler curriculum
THE HIGHSCOPE Infant-Toddler Curriculum INFANT-TODDLER CURRICULUM 1 THE ESSENTIALS n Tender Care and Early Learning: Supporting Infants and Toddlers in Child …
PG - Pedagogical Practice
theories and pedagogical and curriculum approaches that are based on inclusion and inquiry and play-based learning. - Standard II: B.2, Code of Ethics and Standards of Practice, 2017 The …
The Curriculum Material Center’s Vital Link to Play and Learning: …
and how can the curriculum materials center foster learning through play? Math . Math concepts may be taught through all types of play: water play, block play, card games, musical chairs, …
Curriculum decision making for inclusive practice - ACECQA
term ‘curriculum’ refers not only to specific planned activities, but to all of the planned and unplanned ‘interactions, experiences, routines and events’ that occur in the early learning …
Developing an emergent and inquiry-based curriculum - Aistear …
and their actions, thoughts, play, ideas, and conversations guide the curriculum. This type of curriculum uses children’s and practitioners’ interests, questions and experiences as starting …
Learning and developing through play - Aistear Siolta
54 Aistear: the Early Childhood Curriculum Framework Learning and developing through play Table 8: Categorising play Type of play Description Creative Creative play involves children …
Standard 6: Play 1 - Aistear Siolta
The child has opportunities for play/exploration with other children, with participating and supportive adults and on her/ his own, as appropriate. Component 6.7 Opportunities for …
A Letter to Families About Dramatic Play - Teaching Strategies
A Letter to Families About Dramatic Play Dear Families, Dramatic play is one of the ways children gain a better understanding of their experiences. In dramatic play, children take on different …
Play as a context for early learning and ... - Curriculum Online
In making play a central part of the curriculum and an important part of the children’s daily experiences, early years practitioners need to be able to articulate the rationale for their …
