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Play at the Center of the Curriculum

by: Van Hoorn, Judith; Nourot, Patricia M.; Scales, Barbara; Alward, Keith R.

Play at the Center of the Curriculum

by: Van Hoorn, Judith; Nourot, Patricia M.; Scales, Barbara; Alward, Keith R.

ISBN 13:
9780131720824
ISBN 10:
0131720821
Edition: 4th
Format: Paperback
Copyright: 01/01/2007
Publisher: Pearson College Div
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Summary

This book discusses the value of play in diverse early childhood classrooms and how curriculum can support play. Key changes to this edition include the integration of standards and examples of how encouraging certain types of play can meet standards, expanded coverage of cultural diversity and supporting play in children with special needs, and expanded coverage of integrating the content areas. More than any other books on play, this book focuses on how content areas can be taught and standards met through play.

Looking at Play Through Teachers' Eyes

(25)

Play at the Center of a Developmentally Based Curriculum

(8)

Play as a Fundamental Human Activity

(1)

The Power of Play in Development

(1)

Grounding Practice in Theory, Research, and the Wisdom of Practitioners

(3)

Play at the Center of a Balanced Curriculum

(2)

The Play Continuum

(1)

How Teachers of Young Children View Play

(5)

Play: The Core of Developmentally Appropriate Practice

(1)

Addressing Standards in the Play-Centered Curriculum

(3)

The Purpose of Standards

(1)

Guidelines for Developing Appropriate Standards for Young Children

(1)

The Challenges of Standards

(1)

The Critical Role of the Teacher in the Curriculum

(1)

Summary and Conclusion

(3)

Suggested Resources

(2)

The Development of Play

(23)

A Constructivist View of Play and Learning

(1)

Piaget's Developmental Theory and Play

(6)

Three Types of Knowledge

(2)

Piaget: The Development of Play

(2)

Vygotsky: Development and Play

(3)

The Zone of Proximal Development

(1)

Interpersonal to Intrapersonal Processes in Learning

(1)

Understanding of Rules

(1)

Vygotsky's Levels of Symbolic Play

(1)

Mead: Play and the Developing Sense of Self

(2)

The Play Stage

(2)

The Game Stage

(1)

The Generalized Other Stage

(1)

Concepts of Self and Other in ``Theory of Mind''

(1)

Erikson: Play and Mastery in the Inner World of Childhood

(3)

Infancy: Trust and Mistrust

(1)

Toddlerhood: Autonomy, Shame, and Doubt

(1)

Early Childhood: Initiative and Guilt

(2)

Industry and Inferiority: Play and Work in Middle Childhood

(1)

Research Perspectives on the Development of Play

(2)

Parten's Research on Play and Social Participation

(2)

Summary and Conclusion

(1)

Suggested Resources

(2)

Play as the Cornerstone of Development

(28)

Play as the Cornerstone of Intellectual Development

(15)

Play and the Development of Symbolic Thought

(6)

Play and the Development of Language and Literacy

(3)

Play and Logical-Mathematical Thinking

(3)

Play and Problem Solving

(1)

Play-Centered Curriculum Supports Children with Special Needs

(2)

Play as the Cornerstone of Imagination and Creativity

(4)

Three Aspects of Imagination and Fantasy

(3)

Play as the Cornerstone of Emotional Development

(3)

Play and the Harsh Realities of Some Children's Lives

(1)

Play as the Cornerstone of Social-Moral Development

(2)

Play and Peers

(1)

Summary and Conclusion

(1)

Suggested Resources

(2)

Orchestrating Children's Play: Setting the Stage

(33)

Principles Guiding Play Orchestration

(2)

Taking the Child's View

(1)

Teacher as Keen Observer

(1)

Seeing Meaning as It Is Constructed

(1)

Teacher as Stage Manager

(1)

A Continuum of Play Orchestration Strategies

(1)

Setting the Stage for Play

(18)

Preparing the Physical Space for Play

(14)

Play Safety

(1)

Planning the Daily Schedule

(2)

Extensions for Play

(7)

Play-Generated Curriculum

(1)

Curriculum-Generated Play

(7)

When Teachers Talk: Helping Parents and Educators Value Play

106

(1)

Summary and Conclusion

107

(1)

Suggested Resources

107

(3)

Orchestrating Play: Interactions with Children

110

(29)

Play and Scaffolding

112

(1)

Spontaneous, Guided, and Directed Play

113

(12)

The Artist Apprentice

116

(1)

The Peacemaker

117

(1)

Guardian of the Gate

118

(2)

Parallel Player

120

(1)

Spectator

121

(1)

Participant

121

(1)

Matchmaker

122

(1)

Storyplayer

123

(1)

Play Tutor

123

(2)

Choosing a Strategy

125

(3)

Challenges in Play for Children with Special Needs

125

(1)

Challenges in Play for Children Who Are English Language Learners

126

(1)

Timing Is Everything: Entering and Exiting Children's Play

127

(1)

Play and the Culture of School

128

(2)

Responding to Violent Play

130

(6)

Ascertain Children's Purposes in Play

131

(1)

How Willing Are Teachers to Confront Their Own Beliefs and Experiences?

132

(1)

Diffusing Violence in Play

133

(3)

When Teachers Talk: Building a Peaceful Classroom

136

(1)

Summary and Conclusion

137

(1)

Suggested Resources

137

(2)

Play as a Tool for Assessment

139

(34)

Assessing Development Through Play at the Bank

140

(2)

Assessing Age-Appropriate Development

142

(5)

Assessing Skills and Concepts

143

(4)

Assessing Individual Development

147

(3)

Intelligence Is Multifaceted

147

(3)

How Play Informs Assessment

150

(2)

Ascertaining the Child's Viewpoint

152

(3)

Principles for Framing Play Questions

153

(2)

Strategies for Collecting and Organizing Information

155

(5)

Anecdotal Records

155

(1)

Checklists

155

(2)

Portfolios

157

(1)

Documentation Assessment

158

(1)

Videotape

159

(1)

Assessing Play as Play

160

(3)

Defining the Purposes of Assessment

163

(3)

Features of Play-Centered Assessment

164

(1)

Play and Assessments of Children with Special Needs

165

(1)

Communicating with Parents About Play and Assessment

166

(2)

When Teachers Talk: School Readiness and Academic Standards

168

(2)

Summary and Conclusion

170

(1)

Suggested Resources

171

(2)

Mathematics in the Play-Centered Curriculum

173

(29)

The Playful Nature of Mathematics

174

(1)

Mathematical Concepts in the Play-Centered Curriculum

175

(5)

Spatial Relationships

175

(2)

Relationships Involving Quantity

177

(3)

Mathematics and Problem Solving

180

(1)

Mathematics in the Early Childhood Integrated Curriculum

180

(12)

The Goal of Early Childhood Mathematics Education

181

(1)

The Nature of Mathematics

182

(2)

Assessing Children's Development of Mathematical Thinking

184

(3)

Mathematics Education Based on the Nature of Mathematics, Children's Development, and Children's Interests

187

(2)

Supporting Children from All Cultures and Children Who Are English Language Learners

189

(2)

Supporting Children with Special Needs

191

(1)

Children's Interests

191

(1)

Orchestrating Play in Mathematics

192

(5)

Setting the Stage

192

(1)

Accessorizing: Transforming the Environment to Extend and Enrich Play

193

(1)

Play-Generated Curricula

194

(2)

Curriculum-Generated Play

196

(1)

Addressing Standards in the Play-Centered Curriculum

197

(2)

When Teachers Talk: Standards and Professional Expertise

199

(1)

Summary and Conclusion

199

(1)

Selected Resources

200

(2)

Language, Literacy, and Play

202

(34)

Play, Language, and Literate Behavior: A Natural Partnership

204

(3)

Communication as a Prerequisite for Play with Others

206

(1)

Play as a Form of Communication

207

(1)

Fostering Literate Behaviors

207

(9)

The Value of the Play-Based Curriculum

207

(1)

Early Story Constructions

208

(2)

How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages

210

(2)

English Language Learners: Masha's Story

212

(4)

Honoring the Importance of Literate Behaviors

216

(3)

Writing and Graphics

216

(2)

Awareness of Sounds and Patterns of Language

218

(1)

Language and Literacy Learning in the Primary Grades: The Motivating Power of Play

219

(4)

Multimedia Extends Meanings of Literacy

222

(1)

Dynamic Approaches to Promoting Literacy Through Play

223

(6)

Using Drama Techniques to Enhance Sociodramatic Play

223

(2)

Story Dictation and Story Playing

225

(4)

Balanced Opportunities for Varied Kinds of Play Support Competencies in Language and Literacy

229

(1)

Time for Language and Literacy in Play

229

(1)

Space for Language and Literacy Learning

230

(1)

Materials for Language, Literacy, and Reading and Writing in Play

230

(1)

Guidance for Literacy in Play

230

(1)

Standards for Literacy: Calls for Accountability

230

(3)

When Teachers Talk: Turning Negatives Into Positives Through Language

233

(1)

Summary and Conclusion

234

(1)

Suggested Resources

235

(1)

Science in the Play-Centered Curriculum

236

(29)

Scientists Tour the Kindergarten

238

(3)

Outdoor Area

239

(1)

The Block Area

240

(1)

The Art Area

241

(1)

Science in the Early Childhood Integrated Curriculum

241

(10)

The Goal of Early Childhood Science Education

241

(3)

The Nature of Science

244

(2)

The Nature of the Child

246

(4)

The Child's Interests

250

(1)

Meeting the Needs of Children Who Are English Language Learners

250

(1)

Developing Inclusive Science Curriculum for Children with Special Needs

251

(1)

Extending the Science Curriculum

251

(6)

Setting the Stage for Learning About the Physical World Through Spontaneous Play

252

(1)

Encouraging Further Exploration of the Environment

253

(1)

Interacting with Children in Their Play

253

(1)

Orchestrating Extensions for Play

254

(1)

Play-Generated Curriculum

254

(1)

Curriculum-Generated Play

255

(2)

Recasting the Curriculum in Play

257

(1)

Addressing Standards in the Play-Centered Curriculum

257

(3)

When Teachers Talk: Developing Confidence in Teaching Science

260

(2)

Summary and Conclusion

262

(1)

Suggested Resources

262

(3)

The Arts in the Play-Centered Curriculum

265

(35)

Planning for the Arts in the Play-Centered Curriculum

267

(3)

Entering the Child's World of Spontaneous Play

267

(2)

Incorporating Artwork

269

(1)

The Arts: Mirror of Development and Guide for Curriculum Design

270

(23)

Heidi's Horses: Documents of Change and Growth

270

(4)

Staff and Environmental Support for Play in the Arts

274

(1)

Time, Space, Materials, and Teacher Know-How

274

(3)

Presentation of Art Making and Constructive Play Materials

277

(3)

Monitoring the Quality and Challenge of Play in the Arts

280

(4)

Guided and Directed Play in the Arts

284

(1)

Music and Movement in the Play-Based Curriculum

285

(2)

Diverse Musical Traditions Enrich the Classroom Culture

287

(1)

Children with Special Needs: Guiding for Mastery and Competence

288

(2)

Children's Play Interests Reflected in a Play-Centered Curriculum

290

(1)

Integration of Children's Experiences and Feelings Through Play in the Arts

291

(1)

A Balanced Arts Curriculum

292

(1)

When Teachers Talk: Respect for Art Materials

293

(5)

Summary and Conclusion

298

(1)

Suggested Resources

298

(2)

Play and Socialization

300

(33)

Saying Goodbye to Parents

301

(4)

From Separation to Integration: John's Fire Hydrants

302

(3)

Diversity Creates Enrichment and Challenge for Teachers

305

(6)

Inclusion of Children with Special Needs

308

(3)

Traditional Research and Practice

311

(1)

Current Practice Illuminated by Research

312

(8)

Differences in Boys' and Girls' Play and Socialization

312

(3)

Children's Negotiations Create a Dynamic Context for Play

315

(1)

Newspapers

315

(2)

Play Provides a Bridge Between Theory and Practice

317

(1)

The Interpretive Approach

317

(1)

Teachers Take a Research Stance: Views from the Inside

318

(1)

Children's Interactive Strategies

319

(1)

Studying the Social Ecology of a Preschool Classroom

320

(3)

Contrasts in Social Ecologies

320

(3)

Solitary and Parallel Play Reexamined

323

(6)

Teacher Support for Play Interactions

323

(1)

Children Grant Warrants for Play

324

(4)

Spatial Arrangement Supports Interactive Play

328

(1)

Standards and Assessment in Early Childhood Programs

329

(1)

When Teachers Talk: Social Science for Young Children

330

(1)

Summary and Conclusion

330

(1)

Suggested Resources

331

(2)

Play, Toys, and Technology

333

(30)

Types of Toys

335

(2)

Toys and Development

337

(4)

Games with Rules

338

(1)

Toys That Limit Development

339

(2)

Toys and the Marketplace

341

(3)

Characteristics of Gender Identity

341

(1)

Gender, Toys, and the Media

342

(1)

Toys That Promote Growing Up Too Fast

343

(1)

Toys That Portray Power Through Violence

344

(1)

Media-Based Play

344

(2)

Television and Children's Play

344

(2)

Advocating for Childhood in an Age of Consumerism

346

(2)

Encourage Good Children's Programming

347

(1)

Computer Play and Young Children

348

(9)

Tool Software

348

(2)

Guiding Play with Computers as Tools

350

(1)

Computer Simulations, Games, and Books

351

(1)

Integrating Technology

352

(3)

Choosing Computer Software

355

(1)

Using Computer Technology to Extend Play and Projects

355

(2)

Structuring the Physical Space for Computers

357

(1)

When Teachers Talk: Concerns About Media and Stereotypes

357

(2)

Summary and Conclusion

359

(1)

Suggested Resources

360

(3)

Conclusion: Integrating Play, Development, and Practice

363

(30)

Constructivism and Development

365

(3)

What Is Developed?

365

(1)

Means-Ends Coordinations and Development

366

(2)

Constructivism and Social-Cultural Theories of Play

368

(3)

Jean Piaget (1896--1980)

368

(1)

Lev Vygotsky (1896--1934)

369

(1)

Connecting Piaget's and Vygotsky's Theories

370

(1)

A Closer Look at Piaget and Constructivist Theory

371

(5)

Schemes: Assimilation, Accommodation, and Play

371

(1)

How Do We Know Intelligence Is Constructed and Lawful?

372

(1)

Stages of Development and Play

372

(2)

The Construction of Reality

374

(2)

Social Experience and the Construction of Reality

376

(2)

Play and Development

378

(5)

Play and the Development of Intelligence

378

(1)

Play and the Development of Personality

379

(2)

Play and the Development of Competencies

381

(1)

Play and the Development of the Social Self

382

(1)

The Meaning of Play in Childhood and Society

383

(7)

Play and the Work of Society

383

(2)

Autonomy as the Context for Development

385

(1)

Development, Developmentally Appropriate Practices (DAP), and Play

386

(1)

Expectations for Ourselves and Our Children: Academic Standards

387

(3)

Summary and Conclusion

390

(1)

Suggested Resources

391

(2)

References

393

(26)

Name Index

419

(7)

Subject Index

426

Amazon no longer offers textbook rentals. We do!

Play at the Center of the Curriculum

Play at the Center of the Curriculum

9780131720824

0131720821

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Play at the Center of the Curriculum

Play at the Center of the Curriculum

9780131720824

0131720821

Summary

Table of Contents

Supplemental Materials

Write a Review

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