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The Resource Multidisciplinary Perspectives on Play from Birth and Beyond

Multidisciplinary Perspectives on Play from Birth and Beyond

Label
Multidisciplinary Perspectives on Play from Birth and Beyond
Title
Multidisciplinary Perspectives on Play from Birth and Beyond
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
International Perspectives on Early Childhood Education and Development Ser.
Series volume
v.18
Multidisciplinary Perspectives on Play from Birth and Beyond
Label
Multidisciplinary Perspectives on Play from Birth and Beyond
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4799560
Publication
Copyright
Related Contributor
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Dedication -- Preface -- Why Focus on Play? -- Conclusion -- References -- Acknowledgements -- Contents -- Editors and Contributors -- Contributing Author Biographies -- Editor Biographies -- Chapter 1: Playing with Theory -- 1.1 Introduction -- 1.2 Philosophical and Sociohistorical Perspectives on Play -- 1.3 Towards a Definition of Play: Johan Huizinga -- 1.4 Play as Voluntary -- 1.4.1 Play as Not 'Ordinary' or 'Real' -- 1.4.2 Play as Secluded or Limited -- 1.4.3 Play as Creating Order -- 1.4.4 Play as Surrounded with Secrecy or 'Differentness', Without Material Interest or Profit -- 1.5 Developmental Theories: Piaget, Vygotsky, Thelen and Smith -- 1.6 Reconsidering Developmental Models -- 1.7 Poststructuralist Critiques of Developmental Models -- 1.8 Conclusion -- References -- Part I: The Value of Play -- Chapter 2: Making Life Worth Living: Theories of Play Enlivened Through the Work of Donald Winnicott -- 2.1 Winnicott: Play and Early Childhood -- 2.2 An Introduction to Winnicott and Play -- 2.3 A New Analysis of Human Development -- 2.4 Playing in Third Zone and Explanations of Potential Space -- 2.5 The Concept of Unintegration -- 2.6 Formlessness and the Holding Environment -- 2.7 Case Study Example: Little Kitten -- 2.8 Winnicott and Applications for Education -- 2.9 Future Issues -- References -- Chapter 3: The First 2 Years of Life: A Developmental Psychology Orientation to Child Development and Play -- 3.1 The Essential Characteristics of Play: A Developmental Psychology Perspective -- 3.2 Dynamic Aspects of Development from Birth to 24 Months -- 3.3 The Developmental Theories of Play -- 3.3.1 Piaget's Views of the Development of Play (Birth to 24 Months) -- 3.3.1.1 Practice Play (2-18 Months) -- 3.3.1.2 Symbolic Play (18-24 Months) -- 3.3.2 Post-Piagetian Views of the Development of Play (Birth to 2 Years)
  • 3.3.3 The Developmental Functions of Early Forms of Play -- 3.3.4 Exploration Versus Play -- 3.4 Object Focus -- 3.4.1 Stereotypical Play -- 3.4.2 Relational Acts -- 3.4.3 Object-Mediated Dyadic Play -- 3.4.4 Symbolic Play -- 3.4.5 Infants, Toddlers and Toys -- 3.4.6 Functional Play -- 3.5 Social Focus -- 3.5.1 Person-Directed Play -- 3.6 Adult-Infant Play -- 3.6.1 Face-to-Face Interaction -- 3.6.2 Conventional Social Games -- 3.6.3 Social Interactions with Adults -- 3.6.4 The Assessment of Play -- 3.7 Conclusion -- Glossary -- References -- Chapter 4: Looking Deeper: Play and the Spiritual Dimension -- 4.1 Introduction -- 4.2 Historical and Philosophical Perspectives: Play in ECEC -- 4.3 The Nature of Spiritual Encounters During Early Childhood -- 4.4 The Current Australian Context -- 4.5 Current Challenges -- 4.6 Vignettes: The Nature of Play and the Spiritual Dimension in Young Children's Lives -- 4.6.1 Vignette: 'Self', 'Other' and 'Connectedness' -- 4.6.1.1 Comment -- 4.6.2 Vignette: 'Connectedness to Nature' -- 4.6.2.1 Comment -- 4.6.3 Vignette: 'Connectedness to Self' -- 4.6.3.1 Comment -- 4.6.4 Vignette: 'Connectedness to Mystery' -- 4.6.4.1 Comment -- 4.7 Conclusion -- References -- Chapter 5: 'Muck-about': Aboriginal Conceptions of Play and Early Childhood Learning -- 5.1 Denise Proud: Personal Reflections on Aboriginal Experiences of Play and Learning -- 5.2 Play in Aboriginal Contexts: Analysis and Exploration -- 5.2.1 The Social Dimensions of Play in Aboriginal Contexts -- 5.2.2 Play and Games in Aboriginal Contexts -- 5.3 Conclusion: Falling Off the Page -- References -- Chapter 6: Loving Learning: The Value of Play Within Contemporary Primary School Pedagogy -- 6.1 Introduction -- 6.2 Research and Scholarship Underpinnings -- 6.3 The Importance of Play
  • 6.4 Play in the Modern World: The Reality of the Contemporary Childhood Experience and Key Issues Identified in the Irish Neighbourhood Play Research Project -- 6.4.1 Case Study: Introducing Dominic -- 6.4.1.1 Vignette: Dominic's Perspective on Risk -- 6.4.1.2 Vignette: Dominic's Perspective on Knowledge Acquisition and Reflective Capabilities -- 6.5 The Components of a Play-Based Pedagogy -- 6.6 The Role of the Teacher -- References -- Part II: Play Beyond Early Childhood -- Chapter 7: Cultural Development of the Child in Role-{u00AD}Play: Drama Pedagogy and Its Potential Contribution to Early Childhood Education -- 7.1 Introduction -- 7.2 Understanding Role-Play from a Cultural-Historical Perspective -- 7.3 Playworld as the Theoretical Foundations for Conceptualising Children's Play and Drama -- 7.4 Understanding the Relations Between Role-Play and the Performing Arts -- 7.5 Case Study: Introducing Shakespeare to Primary School Children -- 7.6 Case Study: Introducing a Form of Playworlds to Preschool Children -- 7.6.1 The Wishing Chair -- 7.6.2 Imagining Being Inside a Drop of Water -- 7.6.3 Imagining and Dramatising Being a Spider -- 7.7 Conclusion: Learning from Drama Pedagogy -- References -- Chapter 8: The Playground of the Mind: Teaching Literature at University -- 8.1 Introduction -- 8.2 Playful Pedagogy -- 8.3 Literature and Play -- 8.3.1 Play and Flow -- 8.4 Where Literature, Play and Pedagogy Meet -- 8.5 My Philosophy of Literature Pedagogy -- 8.5.1 Case Study: Playing Games in the Literature Classroom -- 8.5.1.1 Automatic Response -- 8.5.1.2 Exquisite Text I -- 8.5.1.3 Exquisite Text II -- 8.5.1.4 Exquisite Text III -- 8.5.1.5 Coupage -- 8.5.1.6 Aesthetic Immersion -- 8.5.1.7 (Transitional) Objects -- 8.5.1.8 Find the Question -- 8.5.1.9 Creative Marriage -- 8.6 Conclusion -- References
  • Chapter 9: Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century -- 9.1 Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century -- 9.2 The Game as Journey -- 9.3 The Road Ahead -- References -- Chapter 10: Designing for Serious Play -- 10.1 Introduction -- 10.2 Methodology -- 10.3 Findings -- 10.3.1 Physical Characteristics of Playful Learning Environments -- 10.3.2 General Factors Contributing to Playful Learning -- 10.3.3 Perception of Playful Learning -- 10.4 Conclusion -- References -- Chapter 11: The Power of Play-Based Learning: A Pedagogy of Hope for Potentially At-Risk Children -- 11.1 Introduction -- 11.2 Context of the Current Study -- 11.3 Play-Based Pedagogy -- 11.3.1 The Secret Is Out! -- 11.3.2 Play, Play, Play! -- 11.4 The Current Study -- 11.4.1 Phase One -- 11.4.1.1 Examples of Activities -- Literacy -- Mathematics -- Science -- Creative Arts -- Information Technology -- 11.4.2 Phase Two -- 11.4.3 Phase Three -- 11.4.4 Phase Four -- 11.5 Findings -- 11.5.1 Children's Engagement -- 11.5.2 Improved Attendance Levels -- 11.5.3 Heightened Social Skills -- 11.5.4 Acquisition of Twenty-First-Century Skills -- 11.5.5 Child-Driven Content -- 11.5.6 Improved Literacy and Numeracy Results -- 11.6 Discussion -- 11.6.1 Teachers -- 11.6.2 Parents -- 11.6.3 Play-Based Learning Compared and Contrasted with Traditional Teaching -- 11.7 Conclusion -- References -- Part III: Sociocultural Context, Technology and Consumerism -- Chapter 12: Gendering the Subject in Playful Encounters -- 12.1 Introduction -- 12.2 Territorializing Movements -- 12.3 De-territorializing Movements -- 12.4 Stories from Trollet in Sweden -- 12.5 Conclusion -- References -- Chapter 13: Toys and the Creation of Cultural Play Scripts
  • 13.1 Play and Play Objects as Taken-for-Granted Dimensions of ECE? -- 13.2 Theorising Play and Learning -- 13.3 Study Overview -- 13.3.1 Cultural Play Scripts Created in Communication About and with Play Objects -- 13.3.2 Implications and Conclusions -- References -- Chapter 14: Pretend Play and Technology: Young Children Making Sense of Their Everyday Social Worlds -- 14.1 Introduction: Children's Games -- 14.2 Objects in Children's Pretence Activities -- 14.3 The Study -- 14.3.1 The Interplay of People, Objects and Play -- 14.3.2 Discussion -- 14.4 Conclusion -- References -- Chapter 15: Play, Virtue, and Well-Being: Is Consumerist Play a Bad Habit? -- 15.1 Play, Good Habits, and Well-Being (Eudemonia) -- 15.1.1 A General Overview of Virtue Ethics -- 15.1.2 Happiness\Well-Being (Eudemonia) -- 15.1.3 The Nature of Virtue -- 15.1.4 The Nature of Vice -- 15.2 A Brief Exposition of the Nature of Play -- 15.3 Virtue Ethics and Play -- Good and Bad Habits of Play -- 15.3.1 Play and Well-Being -- 15.3.2 Good and Bad Play -- 15.3.3 The Virtues and Vices of Play -- 15.4 A Hypothesis: Consumerist Play Leads to Bad Habits of Play (and Are Thus Detrimental to Human Well-Being) -- 15.4.1 The Nature of Consumerist Play -- 15.4.1.1 Consumerism and Consumerist Goods and Services -- 15.4.1.2 Consumerist Play -- 15.4.2 The Hypothesis: Consumerist Play Leads to Bad Habits of Playing and Thus Is Detrimental to Human Well-Being -- 15.4.2.1 Testing the Weak Form of the Hypothesis -- 15.4.2.2 Testing the Strong Form of the Hypothesis -- 15.5 Conclusion -- References -- Chapter 16: Lego, Creative Accumulation and the Future of Play -- 16.1 Introduction -- 16.2 Play as a Mode of Creative Accumulation in The Lego Movie -- 16.3 Play as a Mode of Advertising in The Lego Movie -- 16.4 Playing with The Lego Movie -- 16.5 Putting Play Back into Play -- References -- Appendix
  • Index
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{'f': 'http://opac.lib.rpi.edu/record=b4387420'}
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1 online resource (313 pages)
Form of item
online
Isbn
9789811026430
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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