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This open access book brings together current childhood research
and contemporary ethical theory to draw attention to how children
depend upon a scope of action for risky play for their mental and
physical development. In many countries, the opportunities for
children to play away from adults' close attention have decreased.
At both school and home, protection and avoidance of harm take
increasing priority. This book draws a distinction between do-good
ethics and avoid-harm ethics to highlight ethical tensions and
dilemmas encountered by professionals who work with children, and
suggests better ways to balance these ethical dimensions in
approaching risky play.
There has been a growing academic interest in the role of outdoor
spaces for play in a child's development. This text represents a
coordinated and comprehensive volume of international research on
this subject edited by members of the well-established European
Early Childhood Education Research Association Outdoor Play and
Learning SIG (OPAL). Chapters written by authors from Europe, North
and South America, Australasia and Asia Pacific countries are
organised into six sections: Theoretical Frameworks and Conceptual
Approaches for Understanding Outdoor Play & Learning Critical
Reflections on Policy and Regulation in Outdoor Play & Learning
Children's Engagement with Nature, Sustainability and Children's
Geographies Diverse Contexts and Inclusion in Children's Outdoor
Play Environments Methodologies for Researching Outdoor Play and
Learning Links Between Research and Practice
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