Play at the Center of the Curriculum / Edition 3

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2002 Trade paperback 3rd ed. NewClean and tight-unused copy-Excellent! ! Trade paperback (US). Glued binding. 362 p. Contains: Illustrations. Audience: General/trade.

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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.
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Product Details

  • ISBN-13: 9780130474742
  • Publisher: Prentice Hall
  • Publication date: 7/9/2002
  • Edition description: Older Edition
  • Edition number: 3
  • Pages: 362
  • Product dimensions: 7.40 (w) x 9.10 (h) x 0.70 (d)

Table of Contents

Ch. 1 Looking at Play Through Teachers' Eyes 1
Looking at Play 3
How Teachers of Young Children View Play 6
Play: The Core of Developmentally Appropriate Practice 8
Ch. 2 Using Theory and Research to Support Play in the Curriculum 13
A Constructivist View of Play and Learning 15
Play as the Cornerstone of Intellectual Development 15
Play as the Cornerstone of Imagination and Creativity 25
Play as the Cornerstone of Social-Moral Development 26
Play and the Development of a Sense of Self 28
Ch. 3 Perspectives on the Development of Play 33
Play and Intellectual Development 34
Smilansky's Work on Play 36
Play and Social Development 37
Expending Mental Energy 39
Inventing Strategies 41
Vygotsky's Views on Play and Development 42
Play and the Development of the Self 43
Is it Really Play? 45
Ch. 4 Orchestrating Children's Play 47
Principles Guiding Orchestration 48
A Continuum of Strategies 49
Teachers Interacting with Children in Their Play 62
Ch. 5 Art in the Play-Centered Curriculum 71
Planning for Art in the Play-Based Curriculum 73
Monitoring the Quality and Challenge of Play in the Arts 84
Ch. 6 Science in the Play-Centered Curriculum 95
Scientists Tour the Kindergarten 97
Science in the Early Childhood Integrated Curriculum 99
Extending the Science Curriculum 104
Ch. 7 Mathematics in the Play-Centered Curriculum 111
The Nature of Logical-Mathematical Thought and Appropriate Mathematics Education 113
How Basic Mathematical Concepts and Examples Are Supported in Children's Play 118
Orchestrating Play in Mathematics 122
Accessorizing: Transforming the Environment to Extend and Enrich Play 123
Ch. 8 Language, Literacy, and Play 129
Play and Literate Behavior: A Natural Partnership 131
Fostering Literate Behaviors 133
Honoring the Importance of Literate Behaviors 138
Dynamic Approaches to Promoting Literate Behavior Through Play 141
Balanced Opportunities for Spontaneous and Guided Play Support Literacy 147
Ch. 9 Play and Socialization 151
Traditional Research and Practice 157
Current Practice Illuminated by Research 158
Studying the Context of Children's Social Interactions 160
Ch. 10 Play, Toys, and Terminology 171
Types of Toys 172
Toys and Development 174
Games with Rules 175
"Boy Toys" and "Girl Toys" 178
Toys and the Marketplace 179
Media-Based Play 181
Computer Play and Young Children 186
Ch. 11 Play as a Tool for Assessment 193
Interpreting Play at the "Bank" 194
Assessing Age-Appropriate Development 195
Assessing Individual Development 199
Play Informs Assessment Strategies 201
Ascertaining the Child's Viewpoint 202
Strategies for Collecting and Organizing Information 204
Interpreting Play as Play 209
Defining the Purposes of Assessment 212
Communicating with Parents about Play and Assessment 213
Ch. 12 Integrating Theories of Play and Development 217
An Introduction to Piaget and Constructivist Theory 220
Play and Development 226
The Meaning of Play in Childhood and Society 232
Epilogue: Implementing a Play-Centered Curriculum 239
Play at the Center of the Curriculum: The Sequel 240
Teachers: Trials and Successes 241
Helping Parents and Educators Value Play in the Lives of Children 242
Orchestrating Play: Teachers' Themes and Variations 244
Playing Around in the Content Areas: From Art to Zoology 245
A Growing Community of Players 246
References 249
Index 263
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