Play at the Center of the Curriculum / Edition 1

Play at the Center of the Curriculum / Edition 1

by Judith Lieberman Van Hoorn
     
 

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… See more details below

Overview

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.

Product Details

ISBN-13:
9780675214209
Publisher:
Prentice Hall
Publication date:
11/28/1992
Edition description:
Older Edition
Pages:
288
Product dimensions:
7.31(w) x 9.22(h) x 0.45(d)

Table of Contents

Ch. 1Looking at Play Through Teachers' Eyes1
Looking at Play3
How Teachers of Young Children View Play6
Play: The Core of Developmentally Appropriate Practice8
Ch. 2Using Theory and Research to Support Play in the Curriculum13
A Constructivist View of Play and Learning15
Play as the Cornerstone of Intellectual Development15
Play as the Cornerstone of Imagination and Creativity25
Play as the Cornerstone of Social-Moral Development26
Play and the Development of a Sense of Self28
Ch. 3Perspectives on the Development of Play33
Play and Intellectual Development34
Smilansky's Work on Play36
Play and Social Development37
Expending Mental Energy39
Inventing Strategies41
Vygotsky's Views on Play and Development42
Play and the Development of the Self43
Is it Really Play?45
Ch. 4Orchestrating Children's Play47
Principles Guiding Orchestration48
A Continuum of Strategies49
Teachers Interacting with Children in Their Play62
Ch. 5Art in the Play-Centered Curriculum71
Planning for Art in the Play-Based Curriculum73
Monitoring the Quality and Challenge of Play in the Arts84
Ch. 6Science in the Play-Centered Curriculum95
Scientists Tour the Kindergarten97
Science in the Early Childhood Integrated Curriculum99
Extending the Science Curriculum104
Ch. 7Mathematics in the Play-Centered Curriculum111
The Nature of Logical-Mathematical Thought and Appropriate Mathematics Education113
How Basic Mathematical Concepts and Examples Are Supported in Children's Play118
Orchestrating Play in Mathematics122
Accessorizing: Transforming the Environment to Extend and Enrich Play123
Ch. 8Language, Literacy, and Play129
Play and Literate Behavior: A Natural Partnership131
Fostering Literate Behaviors133
Honoring the Importance of Literate Behaviors138
Dynamic Approaches to Promoting Literate Behavior Through Play141
Balanced Opportunities for Spontaneous and Guided Play Support Literacy147
Ch. 9Play and Socialization151
Traditional Research and Practice157
Current Practice Illuminated by Research158
Studying the Context of Children's Social Interactions160
Ch. 10Play, Toys, and Terminology171
Types of Toys172
Toys and Development174
Games with Rules175
"Boy Toys" and "Girl Toys"178
Toys and the Marketplace179
Media-Based Play181
Computer Play and Young Children186
Ch. 11Play as a Tool for Assessment193
Interpreting Play at the "Bank"194
Assessing Age-Appropriate Development195
Assessing Individual Development199
Play Informs Assessment Strategies201
Ascertaining the Child's Viewpoint202
Strategies for Collecting and Organizing Information204
Interpreting Play as Play209
Defining the Purposes of Assessment212
Communicating with Parents about Play and Assessment213
Ch. 12Integrating Theories of Play and Development217
An Introduction to Piaget and Constructivist Theory220
Play and Development226
The Meaning of Play in Childhood and Society232
Epilogue: Implementing a Play-Centered Curriculum239
Play at the Center of the Curriculum: The Sequel240
Teachers: Trials and Successes241
Helping Parents and Educators Value Play in the Lives of Children242
Orchestrating Play: Teachers' Themes and Variations244
Playing Around in the Content Areas: From Art to Zoology245
A Growing Community of Players246
References249
Index263

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