In this volume contributors report on recent studies and practical ideas that examine the relationship between play and curriculum from early education to higher education. The volume includes three sections grouped to represent the various voices on play and curriculum: in culture, in STEM, in higher education.
In this volume contributors report on recent studies and practical ideas that examine the relationship between play and curriculum from early education to higher education. The volume includes three sections grouped to represent the various voices on play and curriculum: in culture, in STEM, in higher education.
Myae Han is a professor of early childhood education in the Department of Human Development and Family Sciences at the University of Delaware. James E. Johnson is professor of early childhood education in the Department of Curriculum and Instruction in the College of Education at The Pennsylvania State University.
Inhaltsangabe
List of Tables and Figures Preface Acknowledgments Introduction Section I. Play, Curriculum and Culture Chapter 1: Incorporating Play into the Preschool Curriculum in a Kogi Community in the Sierra Nevada de Santa Marta by S. Lynneth Solis? Chapter 2: A Case Study of a New York City Elementary School's Adoption of the Playworld Activity by Beth Ferholt Chapter 3: Home-Based Child Care Providers' Perspectives about Play, Curriculum, and Quality Improvement Initiatives by Alison Hooper, Juana Gaviria-Loaiza, Cailin Kerch Section II. Play and Curriculum In Stem Chapter 4: Facilitating Mathematical Thinking in Preschool Play: Findings of The CECE Math-Play Studies by Sudha Swaminathan, Jeffrey Trawick-Smith Chapter 5: Exploring the Role of Free Play in Elementary Science by Brian A. Stone, Lora Lorentsen, Meghan Schmidt Chapter 6: Thinking Outside the Woods: Teacher's story of Urban Nature and Inviting the Wild into the City Classroom by Heather Pinedo-Burns Section III. Play, Teachers and Higher Education Chapter 7: Play in Higher Education: Emergent Understandings of Play Pedagogy for Adult Learners in Early Childhood Teacher Education Programs by Marleah Blom, Miranda D'Amico Chapter 8: Learning, NOT Playing: Mixed Method Analysis of Early Childhood Preservice Teachers' Perceptions on Children's Play by Ilfa Zhulamanova Chapter 9: Games at College: Furthering Pedagogical and Co-Curricular Goals through Play by Abby Loebenberg, Robert Mack, Lauren Bongiorno Index About the Contributors
List of Tables and Figures Preface Acknowledgments Introduction Section I. Play, Curriculum and Culture Chapter 1: Incorporating Play into the Preschool Curriculum in a Kogi Community in the Sierra Nevada de Santa Marta by S. Lynneth Solis? Chapter 2: A Case Study of a New York City Elementary School's Adoption of the Playworld Activity by Beth Ferholt Chapter 3: Home-Based Child Care Providers' Perspectives about Play, Curriculum, and Quality Improvement Initiatives by Alison Hooper, Juana Gaviria-Loaiza, Cailin Kerch Section II. Play and Curriculum In Stem Chapter 4: Facilitating Mathematical Thinking in Preschool Play: Findings of The CECE Math-Play Studies by Sudha Swaminathan, Jeffrey Trawick-Smith Chapter 5: Exploring the Role of Free Play in Elementary Science by Brian A. Stone, Lora Lorentsen, Meghan Schmidt Chapter 6: Thinking Outside the Woods: Teacher's story of Urban Nature and Inviting the Wild into the City Classroom by Heather Pinedo-Burns Section III. Play, Teachers and Higher Education Chapter 7: Play in Higher Education: Emergent Understandings of Play Pedagogy for Adult Learners in Early Childhood Teacher Education Programs by Marleah Blom, Miranda D'Amico Chapter 8: Learning, NOT Playing: Mixed Method Analysis of Early Childhood Preservice Teachers' Perceptions on Children's Play by Ilfa Zhulamanova Chapter 9: Games at College: Furthering Pedagogical and Co-Curricular Goals through Play by Abby Loebenberg, Robert Mack, Lauren Bongiorno Index About the Contributors
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