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The Handbook of International Perspectives on Early Childhood
Education provides a groundbreaking compilation of research from an
interdisciplinary group of distinguished experts in early childhood
education (ECE), child development, cultural and cross-cultural
research in the psychological sciences, etc. The chapters provide
current overviews of ECE in Latin America and the Caribbean, the
Middle East, Asia, Australia, Africa, Europe, the US, and Canada,
and convey how ECE is multi-sectorial, multi-cultural, and
multi-disciplinary, undergirded by such disciplines as
neuroscience, psychological anthropology, cross-cultural human
development, childhood studies, and political science.
The Handbook of International Perspectives on Early Childhood
Education provides a groundbreaking compilation of research from an
interdisciplinary group of distinguished experts in early childhood
education (ECE), child development, cultural and cross-cultural
research in the psychological sciences, etc. The chapters provide
current overviews of ECE in Latin America and the Caribbean, the
Middle East, Asia, Australia, Africa, Europe, the US, and Canada,
and convey how ECE is multi-sectorial, multi-cultural, and
multi-disciplinary, undergirded by such disciplines as
neuroscience, psychological anthropology, cross-cultural human
development, childhood studies, and political science.
The importance of play for healthy development is undeniable.
Aspects of play have been linked to the development of social
skills, health and fitness, motivation, curiosity, innovation,
imagination, and problem solving. Both theory and research suggest
that play of various types is critical for healthy development and
that playfulness is an important quality across the life span.
However, opportunities to play and quality of play facilities in
schools, after-school programs, childcare centers, community parks,
and museums are not equitable by race, socio-economic status, and
ability. And racial profiling, immigrant status, illness, and
incarceration interfere with child's play. The first section of the
book defines play and social justice and describes disparities in
play opportunities in childcare, schools, and communities as well
as inequities in how play is interpreted. The next section
describes pre-school, elementary, high school, and university
programs that use play to liberate, teach, and build community as
well as after-school, hospital, and community programs that help to
level the playing field of opportunity. The final part of the book
discusses ways to ameliorate inequities through research and
advocacy. Four research methods are described that are useful for
conducting studies on the amount of play children experience,
attitudes toward play, and the effect of play on other variables.
Finally, a child, a parent, and a teacher describe ways they tried
to obtain more recess, using various methods of advocacy. The
appendix provides resources indispensable for those convinced that
play for all is indeed a social justice issue worthy of advocacy.
Play & Culture Studies is a bi-annual, peer-reviewed series
published by the Association for the Study of Play. For forty years
The Association for the Anthropological Study of Play (TAASP), now
The Association for the Study of Play (TASP) has served as the
premier professional organization in academia dedicated to
interdisciplinary research and theory construction concerning play.
During that time TASP has promoted the study of play, forged
alliances with various organizations advancing the cause for play,
organized yearly meetings to disseminate play research, and
produced an impressive catalog of play research through a variety
of publications. Volume 13 of the Play and Culture Studies Series
highlights contributions that reflect upon the rich forty-year
history of TASP, that explore current research examining the field
of play, and that advance future directions for play research.
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