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Play, Development and Early Education

ISBN: 9780205394791 | 0205394795
Edition: 1st
Format: Paperback
Publisher: Pearson
Pub. Date: 10/12/2004

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SummaryTable of Contents
Francis Wardle teaches at Red Rocks Community College and the University of Phoenix - Colorado Campus.
Helps teachers and soon-to-be teachers learn how play as a form of communication can be adapted to the classroom.Play, Development, and Early Education,challenges the reader to discover what play is and how to incorporate it into a curriculum for children from toddlerhood through the primary grades. Utilizing three major ideasthe quality of play in early childhood, play as a means of self-expression, and play as a... MORE
Foreword: Play as a Fantasy of Emergencyxiii
Brian Sutton-Smith
Prefacexvii
Part I The Importance of Play
... MORE
Beliefs About Play
1(31)
Introduction
1(1)
Focus Questions
2(1)
History and Images of Children and Play
2(4)
Ancient and Traditional Times
2(2)
Modern Times
4(1)
Postmodern Views
5(1)
Multiple Perspectives on Play
6(5)
Children's View of Play
6(3)
Parents' View of Play
9(1)
Early Childhood Teachers' View of Play
10(1)
Administrators' View of Play
10(1)
Defining Play
11(9)
Essence of Play
11(2)
Functions of Play
13(1)
Characteristics of Play
14(3)
Play Framing
17(1)
Play-Related Behaviors
17(1)
Exploration
17(1)
Imitation
18(1)
On-Task Behaviors
19(1)
Current Issues and Trends
20(11)
Brain Research
20(1)
Outdoor Play
21(1)
Organized Sports
22(1)
Obesity
23(2)
Play and Bullying
25(1)
Technology
26(1)
Globalization
27(3)
Longer School Days
30(1)
Summary
31(1)
Questions and Projects
31(1)
Theories of Play
32(23)
Introduction
32(1)
Focus Questions
33(1)
Classical Theories
33(4)
Surplus-Energy Theory
34(1)
Recreation Theory
34(1)
Recapitulation Theory
35(1)
Practice Theory
36(1)
Connections with Modern Theories of Play
36(1)
Modern Theories
37(9)
Psychodynamic Theories
37(1)
Social Learning Theory
38(1)
Cognitive Theories
39(1)
Piaget
40(1)
Vygotsky
41(1)
Bruner
42(1)
Neurobiological Perspective
43(1)
Sutton-Smith's Theories of Play
44(2)
Postmodern Theories
46(5)
Sociocultural Perspectives
47(1)
Critical Educational Theory
48(1)
Chaos Theory
49(2)
Implications for Teachers
51(2)
Summary
53(1)
Projects and Activities
54(1)
Part II Play and Development
Play Development and Assessment: Birth to Eight Years
55(30)
Introduction
55(1)
Focus Questions
56(1)
Play Development
56(2)
How Play Develops
57(1)
Contexts of Play Development
58(1)
Development of Motor Play
58(3)
Physical and Manipulative Play
58(1)
Locomotor Play
59(1)
Rough-and-Tumble Play
59(2)
Development of Object Play
61(4)
Object Manipulation and Exploratory Play
61(1)
Constructive Play
62(1)
Play with Blocks
63(1)
Play with Computers
64(1)
Development of Symbolic Play
65(2)
Pretend Actions and Objects
65(1)
Role Enactments and Themes
66(1)
Development of Social Play
67(7)
Children's Individual Progression in Social Play
68(2)
Group Dynamics
70(1)
Peer Culture
71(1)
Entry Skills and Play Transitions
72(1)
Social Competence
73(1)
Play Development From Age Six to Eight Years
74(1)
Play Assessment
75(8)
Observation Methods
75(1)
Narrative Accounts
76(2)
Technology for Recording Play
78(1)
Checklists
78(4)
Play Documentation
82(1)
Summary
83(1)
Projects and Activities
84(1)
Diversity and Individual Differences in Play
85(41)
Introduction
85(2)
Focus Questions
87(1)
Gender Differences
87(20)
Physical Play
88(1)
Use of Space
89(1)
Rough-and-Tumble Play
89(1)
Real Aggression
89(1)
Transition to Middle Childhood
90(1)
Social Play
90(1)
Play Affiliation
90(3)
Communication and Interaction Styles
93(1)
Team or Group Activities
94(1)
Object Play
95(1)
Toy Preferences
95(1)
Gender Asymmetry
95(1)
Pretend Play
96(1)
Object Transformations
96(1)
Role Enactment and Play Themes
97(2)
Imaginary Companions
99(2)
Environmental Influences
101(1)
Parental Influences
101(2)
Peer Influences
103(1)
Teacher Influences
104(1)
Recommended Adult Roles and Behaviors
105(2)
Personality and Play
107(13)
Object-versus-People Orientation
108(1)
Cognitive Style
109(1)
Playfulness
110(2)
Fantasy-Making Predisposition
112(1)
Imaginative Play Styles
113(1)
Psychological Adjustment and Depression
114(2)
Environmental Factors and Personality
116(2)
Recommendations for Adult Roles and Behaviors
118(2)
Race, Ethnicity, and Play
120(3)
Racial and Ethnic Differences
120(2)
African-American Children
122(1)
High- and Low-Context Communication
123(1)
Summary
123(1)
Projects and Activities
124(2)
Play's Role in Development
126(29)
Introduction
126(1)
Focus Questions
127(1)
Play and Development: Basic Observations
127(2)
Brain Development and Play
129(2)
Cultural Learning and Play
131(3)
Cognitive Dimension
134(4)
Conceptual Development
134(1)
Thinking and Problem Solving
134(1)
Divergent Thinking
135(2)
Theory of Mind
137(1)
Language and Literacy Dimension
138(5)
Social Dimension
143(4)
Emotional Domain
147(6)
Affect Regulation
147(2)
Coping and Resilience
149(4)
Summary
153(1)
Projects and Activities
154(1)
Play Contexts: Physical Environment, Social Ecology, and Culture
155(41)
Introduction
155(1)
Focus Questions
156(1)
Cultural-Contextual Approaches to Play
156(5)
Meaning of Context
157(2)
Guidelines for Study of Play in Context
159(1)
General Model for Play-Environment Relationships
160(1)
Physical Environment
161(20)
Geography and Climate
162(1)
Neighborhoods and Communities
163(2)
Space: General Considerations
165(3)
Space and Indoor Designs in Schools
168(1)
Spaces for Children to Play
169(1)
Setting up Environments for Play
170(1)
Learning Centers
171(2)
Arranging Space
173(8)
Social Ecology and Play
181(4)
Family Dynamics
182(1)
Parental Influences
183(1)
Sibling Influences
184(1)
Play and Culture
185(7)
Culture and Play
187(1)
Animals Do It
187(1)
Are Cultures So Different?
188(1)
Is Play Universal or Cultural?
188(1)
Cultural Influences on Play
189(3)
Educational Applications
192(2)
Parental Input
192(1)
Curriculum Adaptations
193(1)
Summary
194(1)
Projects and Activities
195(1)
Part III Play and Education
Educational Play
196(30)
Introduction
196(2)
Focus Questions
198(1)
The Value of Educational Play
199(8)
Advantages of Educational Play
199(1)
Positive Affect
200(1)
Free Choice
200(1)
Nonliterality
201(1)
Means-over-Ends Orientation
201(1)
Making Learning Meaningful
201(1)
Balancing the School Day
202(1)
Potential Disadvantages of Educational Play
203(1)
Progress Is Difficult to Document
203(1)
Some Children Avoid Hard Work
204(1)
Play Takes Too Much Time
204(1)
Teachers Are Unprepared to Use Play
204(2)
Play Creates Conflict with Parents
206(1)
Considering the Pros and Cons
206(1)
Types of Educational Play
207(18)
Academically Enriched Play Centers
207(4)
Games
211(3)
Simulations
214(2)
Playground Activities
216(1)
Science
216(2)
Math
218(1)
Literacy
219(1)
Barriers to Educational Play
220(1)
Preschool Barriers
221(1)
Kindergarten Barriers
222(1)
Primary Grade Barriers
222(1)
Overcoming Barriers
223(2)
Summary
225(1)
Projects and Activities
225(1)
Enriching Classroom Play: Materials and Curriculum
226(34)
Introduction
226(1)
Focus Questions
227(1)
Relationship Between Play Materials and Development
228(1)
Characteristics of Play Materials
228(7)
Open and Closed Materials
229(1)
Simple and Complex Units
230(3)
Soft and Hard Materials
233(1)
Multicultural Materials
233(2)
Types of Play Materials
235(10)
Replica Toys
235(1)
Animate Toys
235(1)
Transportation Toys
236(1)
Dramatic Play Props
236(1)
Educational Toys
236(1)
Construction Toys
237(1)
Unit Blocks
237(1)
Table Blocks
238(1)
Large Hollow Blocks
238(1)
Foam Blocks and Plastic Crates
238(1)
Reusable Materials
239(3)
Gross Motor Toys
242(1)
Games
242(1)
Real Materials
243(1)
Sand, Water, and Mud
243(1)
Art Materials
243(1)
Literacy Materials
244(1)
Woodworking Materials
244(1)
Selecting Play Materials
245(5)
General Guidelines
246(2)
Materials for Different Ages
248(1)
Infants (Birth to Twelve Months Old)
249(1)
Toddlers (One to Three Years Old)
249(1)
Preschoolers
249(1)
School Age (Kindergarten to Third Grade)
249(1)
Play and Curriculum
250(8)
Play-Curriculum Relationships
250(1)
Role in Early Childhood Programs
251(1)
Montessori
252(1)
Reggio Emilia
253(1)
Waldorf
253(1)
The Project Approach
254(1)
High/Scope
255(1)
Bank Street
256(2)
Summary
258(1)
Projects and Activities
259(1)
Enriching Classroom Play: Teaching Strategies and Facilitation Techniques
260(25)
Introduction
260(1)
Focus Questions
261(1)
Providing Adequate Time for Play
261(2)
Preparatory Experiences
263(1)
Teacher Involvement in Play
264(13)
Research
266(1)
Play Training
266(2)
Teacher Involvement in Play
268(2)
Facilitative Roles
270(1)
Onlooker
270(1)
Stage Manager
271(1)
Coplayer
272(1)
Play Leader
273(1)
Precarious Roles
274(1)
Uninvolved
274(1)
Director
275(1)
Redirector
275(1)
Flexibility
276(1)
Linking Play with Instruction
277(7)
Making Connections
277(2)
Guided Play
279(1)
Before-During-After Strategy
279(2)
Play-Debrief-Replay
281(1)
Paley's Story Play
282(2)
Summary
284(1)
Projects and Activities
284(1)
Play for Children with Special Needs and Circumstances
285(36)
Introduction
285(1)
Focus Questions
286(1)
Play and Special Education
286(25)
Value of Play for Children with Disabilities
288(1)
Barriers to Providing Play Opportunities in Special Education
289(1)
Bias towards Direct Instruction
289(2)
Preparation of Early Childhood Teachers
291(1)
Effects of Disabilities on Play
292(1)
Deafness and Hearing Impairments
292(1)
Orthopedic Impairments
292(1)
Health Impairments
293(1)
Visual Impairments
294(1)
Autism
294(1)
Mental Retardation
295(1)
Social-Emotional and Behavioral Disabilities
295(1)
Twice Exceptional Children
295(1)
Adaptive Equipment and Environments
296(1)
Attention-Deficit Hyperactivity Disorder
297(1)
Children with Visual Challenges
297(1)
Children with Hearing Challenges
297(1)
Children with Physical Challenges
297(2)
Outdoor Play
299(1)
Play as a Context for Teaching
300(1)
Physical Space and Materials
300(1)
Social Aspects
301(1)
Children's Preferences
302(1)
Structuring Routines
302(1)
Structured Play Activities
303(1)
Families and Programs for Children with Disabilities
303(1)
The Role of Parents in Early Intervention Programs
304(1)
Play within the Family
304(2)
Play Groups
306(2)
Play and Assessment
308(1)
Play-Based Assessment
308(1)
Transdisciplinary Play-Based Assessment
309(2)
Play Therapy
311(6)
Sandplay Therapy
312(2)
Group Play Therapy
314(1)
Filial Therapy
315(1)
Early Childhood Teachers and Play Therapy
316(1)
Child Life Programs
317(2)
Summary
319(1)
Projects and Activities
320(1)
Popular Culture, Media, and Technology (With Hey-Jun Ahn)
321(39)
Introduction
321(1)
Focus Questions
322(1)
Popular Culture
323(18)
Family Life and Public Places
325(1)
Childcare
326(1)
Places of Worship
327(1)
Children's Museums
328(2)
Libraries
330(1)
Nature Centers and the Outdoors
331(2)
Schools
333(2)
Terror, Violence, and Disasters
335(2)
Commercialism
337(1)
Pay-for-Play and Other Organized Activities
338(1)
Toy Marketing
338(3)
Play and the Media
341(8)
Television
342(1)
Negative Effects
342(3)
Positive Effects
345(2)
Other Forms of Electronic Media
347(2)
Technology
349(8)
Computers
349(3)
Software Quality
352(1)
Playing with Computers
353(1)
Video Games
354(1)
Computer Games
355(1)
Computer Toys
356(1)
Summary
357(2)
Projects and Activities
359(1)
Outdoor Play
360(35)
Introduction
360(1)
Focus Questions
360(1)
History of Playgrounds
361(6)
Parallel Historical Movements
362(1)
Kindergarten Playgrounds
362(1)
Nursery School Playgrounds
363(1)
Park Playgrounds and School Playgrounds
363(1)
Eras of Playground Equipment
364(1)
Manufactured Apparatus (1910--1950)
364(1)
Novelty Era (1950--1960s)
364(1)
Modular Equipment (1970s--1990s)
364(1)
Modern Era: Safety and Accessibility
365(2)
Cultural Issues
367(1)
Purpose of Outdoor Play
367(3)
Physical Exercise
368(1)
Enjoyment of the Outdoors
368(1)
Learning about the World
368(1)
Learning about Self and Environment
369(1)
The Surplus-Energy Theory
369(1)
Health
369(1)
Allowing Children to Be Children
370(1)
Different Kinds of Playgrounds
370(5)
Traditional Playgrounds
370(1)
Creative Playgrounds
371(1)
Adventure Playgrounds
372(1)
Modern Playgrounds
373(2)
Playground Design
375(4)
Criteria for Play
375(1)
Encouraging Different Kinds of Play
376(1)
Physical Play
376(1)
Constructive Play
376(1)
Social Play
377(1)
Sociodramatic Play
377(1)
Games with Rules
377(1)
The Playground in Relationship to the Main Building
378(1)
Going beyond the Playground
379(1)
Age-Specific Playgrounds
379(3)
Infant/Toddler Playgrounds
380(1)
Preschool Playgrounds
380(1)
School-Age Playgrounds
381(1)
Safety
382(5)
Distribution and Placement of Equipment
382(1)
Size of Playground
383(1)
Ease of Supervision
384(1)
U.S. Consumer Product Safety Commission Guidelines
384(1)
International Safety Guidelines
385(1)
Maintenance
386(1)
Ada Accessibility
387(1)
The Role of the Teacher in the Playground
388(1)
Infant/Toddler Playground
388(1)
Preschool Playground
388(1)
Supervision
388(1)
Observation
388(1)
Indirect Strategies
389(1)
Direct Strategies
389(1)
School-Age Playground
389(1)
Outdoor Play Advocacy
389(4)
International Association for the Child's Right to Play
390(2)
People C.A.R.E.
392(1)
Jim Greenman
393(1)
Summary
393(1)
Projects and Activities
394(1)
References395(20)
Name Index415(6)
Subject Index421


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