Taking Play Seriously

Höfundur: Ole Fredrik Lillemyr (Útgáfa: 2)
Taking Play Seriously

Kaup valmöguleikar

In the book, the author is focusing the importance of play for children from 0 years up to 8-12 years of age, e. g. in ECE centers and elementary schools. In particular, the importance of play for learning, through motivation as related to self-competence, inspiration and engagement. In this second edition, the author is emphasizing more thoroughly the importance of play as a challenge of learning, with implications for children, as well as for teachers.

Nánar um bókina

Útgefandi
Emerald Publishing Ltd.
ISBN
9781806605569
Print ISBN
9781648020674
Format
ePub
Útgáfa
2
Höfundar
Ole Fredrik Lillemyr
Tungumál
English
Útgefið
2020-05-06
Prent takmörkun á líftíma
100

Kaflar

  • Cover
  • Title
  • Copyright
  • Contents
  • Foreword: Play and Personal Development
  • PART I The Phenomenon of Play
  • 1 New Perspectives on Children and Childhood
  • Changes in Perspectives on Children and Childhood
  • Development of the Co-Participative and Meaning-Creating Child
  • Consequences of a New Perspective on Children and Childhood
  • The Structure of the Book
  • Recommended Literature
  • Tasks
  • Notes
  • 2 The Phenomenon of Play: Play as Diversity
  • A Discussion of the Phenomenon of Play
  • Different Perspectives on Play
  • Play As Problem Solving
  • Different Types of Play
  • A Preliminary Conclusion
  • Play As Diversity
  • Aspects of Play That Have Received Attention
  • Why Is Play So Important?
  • Attempt at a Holistic Perspective of Play
  • Brian Sutton-Smith—Play as Diversity
  • Conclusions
  • Recommended Literature
  • Tasks
  • 3 The Actuality of Play in Today’s Society
  • Intervention—Should Adults Get Involved in Children’s Play?
  • The Toy in Modern Society
  • Are Computer Games Play?
  • ECE Centers With a Website
  • Conclusions
  • Recommended Literature
  • Tasks
  • 4 Play: A Challenge of Learning
  • The General Traits of Play
  • Practical Applications of Play
  • The Significance of Play
  • Recommended Literature
  • Tasks
  • Notes
  • PART II Values and Play
  • 5 Educational Values and Play
  • Educational Values as a Concept
  • Philosophical Values
  • Sociological Values
  • Psychological Values
  • Educational Values and Children’s Play
  • Summary
  • Recommended Literature
  • Tasks
  • 6 Psychological Approaches and Play
  • Background
  • Psychological Perspectives
  • Recommended Literature
  • Tasks
  • 7 Educational Approaches and Play
  • The Challenge of Creating Separate Educational Approaches
  • Developmental Approaches to Education
  • Behavioral Approaches to Education
  • Dialogical Approaches to Education
  • The Further Development of Dialogical Education
  • Conclusions
  • Recommended Literature
  • Tasks
  • Notes
  • PART III Selected Theories About Play
  • 8 Cognitive and Sociocultural Theories of Play
  • Piaget’s Cognitive Theory of Play
  • Vygotsky’s Sociocultural Theories
  • Research Into Cognitive Approaches to Play
  • Conclusions
  • Recommended Literature
  • Tasks
  • Notes
  • 9 Personality Theories of Play
  • Erikson’s Starting Point
  • Erikson’s Psychosocial Theory: A Brief Outline
  • Erikson’s Theory of Play
  • Erikson’s Theory as a Starting Point for Treating Anxious Children
  • Conclusions and Critical Comments
  • Recommended Literature
  • Tasks
  • Notes
  • 10 Society Critical Theory of Play
  • Leontjev’s Environmental Theory of Play
  • Main Points in Environmental Perspectives of Play Theory
  • Some Critical Comments
  • Recommended Literature
  • Tasks
  • Notes
  • 11 Social Anthropological Approaches to Play
  • Interaction Theories
  • Communication and Play
  • Play as Self-Development Through Relationships
  • Anthropological Approaches: Play as Communication
  • Research Into Children’s Interaction and Play
  • Critical Comments
  • Recommended Literature
  • Tasks
  • Notes
  • 12 Philosophical Theories of Play
  • Buytendijk
  • Gadamer and Schiller
  • The Approach of Sutton-Smith
  • Concluding Remarks
  • Recommended Literature
  • Tasks
  • Notes
  • PART IV Educational Challenges
  • 13 Play as an Educational Means
  • Introductory Reflections
  • Conditions for the Use of Play as an Educational Means
  • Early Childhood Education Teachers’ Organizing for Children’s Play
  • A Work Model for the Use of Play as a Means
  • Play as a Field of Competence and Development of the Practitioner Role
  • The Role of the Adult and Children’s Play: Some Reflections
  • Conclusions
  • Recommended Literature
  • Tasks
  • 14 Play and Social Motivation: Reflections for Practice
  • About Intrinsic Motivation, Self-Concept, and Social Relations in Play
  • Recommended Literature
  • Tasks
  • Note
  • 15 Theory and Practice About Children and Play
  • Play, Culture, and Society
  • Play, Experience, and Self-Development: A Fundamental Perspective
  • Play Theory and Educational Competence
  • Summary
  • Conclusions
  • Recommended Literature
  • Tasks
  • References