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The Play's the Thing: Teachers' Roles in Children's Play / Edition 1

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USA 1992 Softcover Edition Unstated New Condition. No Dust Jacket NEW! NEW! NEW! NEW! 144 pages. Multiple copies available this title. Quantity Available: 9. Shipped Weight: ... Under 1 kilo. Category: Education; ISBN: 0807731714. ISBN/EAN: 9780807731710. Inventory No: 1561024198. Read more Show Less

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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.
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Editorial Reviews

For children three to five, sociodramatic play is a way to invent and make familiar the rhythms and actions of everyday life. Jones and Reynolds describe why play is a fundamentally important part of children's development, and show how teachers can support and promote play. Annotation c. Book News, Inc., Portland, OR (
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Product Details

  • ISBN-13: 9780807731710
  • Publisher: Teachers College Press
  • Publication date: 4/1/1992
  • Series: Early Childhood Education Series
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 168
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.42 (d)

Table of Contents

Why Play?
Teacher Roles
1 Understanding and Supporting Children's Play 1
Stages in Play 1
Stages in Representation 7
The Content of Play 9
Master Players 10
But What Do I Do While They're Playing? 12
2 Teacher as Stage Manager 15
Clarifying Figure-Ground Relationships 16
Providing Enough Props 20
Providing Enough Time 23
3 Teacher as Mediator 26
Teaching Conflict-Resolution Skills 26
Complicating Play to Keep It Safe 28
Problem Solving to Sustain Play 30
4 Teacher as Player 34
"Call Mikey" 34
"Don't Let the Babies Die" 35
Shopping at Fedco 36
Picnic 38
"Can X-Ray See This Lady?" 39
Why Teachers Play 40
5 Teacher Behavior That Interrupts Play 43
Interrupting for One's Own Pleasure in Play 43
Interrupting to Teach Rules 49
Interrupting to Teach Concepts 51
Building on Children's Play 54
6 Teacher as Scribe 57
Representing Children's Play 58
Sharing Representations with Children 60
Stimulating Writing as Play and Communication 64
Writing Can Be Read 65
7 Teacher as Assessor and Communicator 70
Assessment as Part of Planning 71
Can I Learn to Appreciate Him More? 72
Building on a Child's Strengths 75
Who Is This Child? 76
Communicating to Parents and Other Adults 78
Communicating to Children 83
Accountability: How Do We Know They're Learning? 86
8 Teacher as Planner 89
Emergent Curriculum 90
Looking at the Environment 91
Naming Children's Play Scripts 94
Introducing a New Theme 95
Planning for Literacy as a Play Script 101
Play-Debrief-Replay 103
9 Paying Attention to Play 106
Supporting Children Who Have Not Yet Mastered Play 106
Supporting Master Players 108
Teacher Role Development 112
A Place in the World for Children 115
10 A Sense of the Past and the Future 118
The Logic of Human Relationships 119
Stories, Images, and the Creation of Culture 122
Teacher as Keeper of Metaphor 123
From Here and Now to There and Then: Building Bridges of Meaning 127
References 131
Index 137
About the Authors 144
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