×

Uh-oh, it looks like your Internet Explorer is out of date.

For a better shopping experience, please upgrade now.

Play at the Center of the Curriculum / Edition 2
     

Play at the Center of the Curriculum / Edition 2

by Judith Lieberman Van Hoorn, Patricia M. Nourot, B. Scales, K. Alward
 

ISBN-10: 0136119972

ISBN-13: 9780136119975

Pub. Date: 07/24/1998

Publisher: Pearson Education

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

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:
9780136119975
Publisher:
Pearson Education
Publication date:
07/24/1998
Edition description:
Older Edition
Pages:
337
Product dimensions:
7.51(w) x 9.18(h) x 0.53(d)

Table of Contents

1 Looking at Play Through Teachers' Eyes
1(20)
Play at the Center of a Developmentally Based Curriculum
3(7)
Play as a Fundamental Human Activity
4(1)
The Power of Play in Development
4(1)
Grounding Practice in Theory, Research, and the Wisdom of Practitioners
4(3)
Play at the Center of a Balanced Curriculum
7(2)
The Play Continuum
9(1)
Planning the Play-Centered Curriculum
9(1)
How Teachers of Young Children View Play
10(5)
Play Through the Eyes of Brandon's Teacher
10(5)
Play: The Core of Developmentally Based Practice
15(2)
The Critical Role of the Teacher in the Emergent Curriculum
16(1)
Summary and Conclusion
17(4)
2 The Development of Play
21(22)
A Constructivist View of Play and Learning
23(1)
Piaget: Development and Play
24(6)
Three Types of Knowledge
25(3)
Piaget: The Development of Play
28(2)
Vygotsky: Development and Play
30(2)
Vygotksy's Levels of Symbolic Play
31(1)
Mead: Play and the Developing Sense of Self
32(2)
The Play Stage
33(1)
The Game Stage
33(1)
The Generalized Other Stage
34(1)
Erikson: Play and Mastery of the Inner World of Childhood
34(2)
Initiative and Guilt
34(1)
Industry and Inferiority: Play and Work in Middle Childhood
35(1)
Research Perspectives on the Development of Play
36(4)
Parten's Research on Play and Social Participation
36(2)
Research on Play and the Peer Culture
38(2)
Summary and Conclusion
40(3)
3 Play as the Cornerstone of Development
43(20)
Play as the Cornerstone of Intellectual Development
44(11)
Play and the Development of Symbolic Thought
45(4)
Play and the Development of Language and Literacy
49(3)
Play and Logical-Mathematical Thinking
52(1)
Play and Problem Solving
53(2)
Play as the Cornerstone of Imagination and Creativity
55(3)
Three Aspects of Imagination and Fantasy
56(2)
Play as the Cornerstone of Social-Moral Development
58(3)
Play and the Culture of School
59(2)
Summary and Conclusion
61(2)
4 Orchestrating Children's Play: Setting the Stage
63(24)
Principles Guiding Orchestration
65(2)
Taking the Child's View
65(1)
Teacher as Keen Observer
66(1)
Seeing Meaning as It Is Constructed
66(1)
Teacher as Stage Manager
66(1)
A Continuum of Strategies
67(16)
Setting the Stage for Play
67(1)
Preparing the Physical Space for Play
68(9)
Planning the Daily Schedule
77(1)
Extensions for Play
78(5)
Play and the School: Helping Parents and Educators Value Play in the Lives of Children
83(1)
Summary and Conclusion
84(3)
Orchestrating Play: Interactions with Children
87(20)
Play and Scaffolding
90(1)
Guided Play
91(8)
The Artist Apprentice
92(1)
The Peacemaker
93(1)
Guardian of the Gate
94(1)
Parallel Player
95(1)
Spectator
96(1)
Participant
96(1)
Matchmaker
97(1)
Storyplayer
98(1)
Play Tutor
98(1)
Choosing a Strategy
99(2)
Considering Children with Special Needs
100(1)
Timing Is Everything: Entering and Exiting Children's Play
100(1)
Building a Peaceful Classroom
101(4)
Responding to Media-Based, Violent Play
101(1)
Guiding Children's Violent Play
102(2)
Promoting A Positive Peace
104(1)
Summary and Conclusion
105(2)
6 The Arts in the Play-Centered Curriculum
107(28)
Planning for the Arts in the Play-Based Curriculum
109(11)
Entering the Child's World of Spontaneous Play
109(3)
The Arts: Mirror of Development and Guide for Curriculum Design
112(1)
Heidi's Horses: Documents of Change and Growth
113(3)
Staff and Environmental Support for Play in the Arts
116(1)
Time, Space, Materials, and Teacher Know-How
116(4)
Monitoring the Quality and Challenge of Play in the Arts
120(8)
Guided and Directed Play in the Arts
121(5)
Children's Play Interests Supported in a Responsive Curriculum
126(1)
Integration of Children's Experiences and Feelings Through Play in the Arts
127(1)
A Balanced Arts Curriculum
128(1)
Summary and Conclusion
128(7)
7 Science in the Play-Centered Curriculum
135(22)
Scientists Tour the Kindergarten
138(2)
Outdoor Area
138(1)
The Block Area
139(1)
Art Area
139(1)
Science in the Early Childhood Integrated Curriculum
140(7)
The Goal of Early Childhood Science Education
140(3)
The Nature of Science
143(2)
The Nature of the Child
145(2)
Extending the Science Curriculum
147(7)
Developing an Environment for Exploration of the Physical World Through Spontaneous Play
148(1)
Encouraging Further Exploration of the Environment
149(1)
Interacting with Children in Their Play
150(1)
Play-Generated Curriculum
150(1)
Curriculum-Generated Play
151(3)
Recasting the Curriculum in Play
154(1)
Summary and Conclusion
154(3)
8 Mathematics in the Play-Centered Curriculum
157(22)
Mathematics Education and Young Children
159(7)
The Nature of Mathematics
159(1)
The Development of Operational Knowledge
160(2)
Assessing Children's Development of Mathematical Thinking
162(2)
Mathematics Education Based on the Nature of Mathematics, Children's Development, and Children's Interests
164(2)
Children's Interests
166(1)
Some Basic Mathematical Concepts and Examples of How They Are Supported in Children's Spontaneous Play
166(6)
Spatial Relationships
166(2)
Relationships Involving Quantity
168(3)
Mathematics and Problem Solving
171(1)
Orchestrating Play in Mathematics
172(4)
Setting the Stage
172(1)
Accessorizing: Transforming the Environment to Extend and Enrich Play
173(1)
Play-Generated Curricula
173(1)
Curriculum-Generated Play
174(2)
Summary and Conclusion
176(3)
9 Language, Literacy, and Play
179(28)
Play and Literate Behavior: A Natural Partnership
181(3)
Communication as a Prerequisite for Play With Others
182(2)
Play as a Form of Communication
184(1)
Fostering Literate Behaviors
184(7)
The Value of the Play-Based Curriculum
184(2)
How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages
186(5)
Honoring the Importance of Literate Behaviors
191(2)
Writing and Graphics
192(1)
Language and Literacy Learning in an Early Elementary Classroom: The Motivating Power of Play
193(3)
How the Multimedia Extends Meanings of Literacy
195(1)
Dynamic Approaches to Promoting Literate Behavior Through Play
196(6)
Using Drama Techniques to Enhance Sociodramatic Play
196(2)
Story Dictation and Story Playing
198(4)
Balanced Opportunities for Spontaneous and Guided Play Support Literacy
202(1)
Summary and Conclusion
203(4)
10 Play and Socialization
207(28)
Saying Goodbye to Parents
208(4)
"Little Dragon"
210(2)
Diversity Creates Challenges for Teachers
212(3)
Matthew
212(1)
"Quicksand"
213(2)
Traditional Research and Practice
215(1)
Current Practice Illuminated by Research
216(4)
Differences in Boys' and Girls' Play and Socialization
216(1)
"Tough Guys"
217(1)
Children's Negotiations Create a Dynamic Context for Play
218(1)
Newspapers
219(1)
Play Provides a Bridge Between Theory and Practice
220(2)
Teachers Take a Research Stance
221(1)
Studying the Context of Children's Social Interactions
222(8)
Play Settings That Constrain Peer Talk and Interaction
224(1)
Solitary and Parallel Play Re-examined
225(1)
Initiating and Sustaining Play Interactions
226(1)
Spatial Arrangement Supports Interactive Play
226(1)
Children Grant Warrants for Play
227(1)
"Quicksand" Revisited
228(2)
Summary and Conclusion
230(5)
11 Play, Toys, and Technology
235(22)
Types of Toys
236(2)
Toys and Development
238(2)
Toys that Limit Development
239(1)
Games with Rules
240(2)
Planning for Development in Game Play
240(1)
Selecting Appropriate Games for Young Children
241(1)
"Boy Toys" and "Girl Toys"
242(2)
Developing Gender Identity
243(1)
Toys and the Marketplace
244(2)
Toy Safety
244(2)
Media-Based Play
246(1)
Television and Children's Play
246(1)
Computer Play and Young Children
247(7)
Tool Software
248(2)
Guiding Play with Computers as Tools
250(1)
Computer Simulations, Games, and Books
250(1)
Integrating Technology
251(1)
Choosing Computer Software
252(2)
Structuring the Physical Space
254(1)
Summary and Conclusion
254(3)
12 Play as a Tool for Assessment
257(26)
Assessing Development Through Play at the "Bank"
258(1)
Assessing Age-Appropriate Development
259(4)
Assessing Individual Development
263(2)
Intelligence Is Multifaceted
264(1)
Play Informs Assessment Strategies
265(1)
Ascertaining the Child's Viewpoint
266(2)
Principles for Framing Play Questions
266(1)
Challenge Children's Thinking in Play
267(1)
Strategies for Collecting and Organizing Information
268(7)
Portfolios
269(1)
Videotape
270(1)
Checklists
271(1)
Interpreting Play as Play
271(4)
Defining the Purposes of Assessment
275(2)
Play and Assessments of Children with Special Needs
277(1)
Communicating with Parents About Play and Assessment
277(2)
Summary and Conclusion
279(4)
13 Conclusion: Intergrating Play, Development, and Practice
283(26)
Constructivism and Development
285(3)
What Is Developed?
285(1)
Means-Ends Coordinations and Development
286(2)
Constructivism and Social-Cultural Theories of Play
288(2)
Jean Piaget (1896-1980)
288(1)
Lev Vygotsky (1896-1934)
289(1)
Connecting Piaget's and Vygotsky's Theories
290(1)
A Closer Look at Piaget and Constructivist Theory
290(6)
Schemes: Assimilation and Accommodation and Play
291(1)
How Do We Know Intelligence Is Constructed and Lawful?
292(1)
Stages of Development and Play
292(2)
The Construction of Reality
294(2)
Social Experience and Rationality
296(1)
Play and Development
297(5)
Play and the Development of Intelligence
298(1)
Play and the Development of Personality
298(2)
Play and the Development of Competencies
300(1)
Play and the Development of Social-Consciousness
301(1)
The Meaning of Play in Childhood and Society
302(4)
The Adult World as a Condition in the Child's Life
302(1)
Play and the Work of Society
303(1)
Adult Models as Content for Development
304(1)
Autonomy as the Context for Development
305(1)
Summary and Conclusion
306(3)
References 309(16)
Index 325

Customer Reviews

Average Review:

Post to your social network

     

Most Helpful Customer Reviews

See all customer reviews