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This volume revisits a number of themes that have appeared in
earlier "Advances" publications, including "Social Contexts of
Early Development" and "Education and Reconceptualizing Play." New
social contexts for early education and care often require that we
aim our inquiry at social conditions that have not existed in the
past, as well as elaborating long-standing concerns. Studies of
some of the social contexts of early education point to how many of
the needs of the field are unique, depending on where and when we
do our work, and with whom we work. "Reconceptualizing Play" points
to the multiple perspectives that teachers, researchers, parents,
and children bring to our understanding of play. Culture, policy,
belief, and values prove to be worthy lenses for enhancing our
developmental views of childhood play and practice. Our hope is
that others will build on some of these reconceptualizations, to
assist teachers and families to improve the lives of children in
their programs.
This volume addresses two major areas of inquiry in the field of
early childhood education and care. The first section of the book
includes scholarly reviews on early childhood education and care
and its conceptual bases. Programme curriculum and implementation
are explored, including theoretically driven programmes and
programme evaluations. Traditional perspectives on early childhood
outcomes are detailed, alongside comparative analyses of early
childhood practice from an international perspective. Section two
presents the first in a series on reconceptualizing play.
Traditional views of play, as an abiding element of early childhood
practice, are critiqued. Questions about conceptions of play are
raised by historical, ethical, cross-cultural, narrative, and
theoretical treatments of play practices. These views are designed
to stimulate thought about our most basic ideas of play and
children.
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