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This book draws on the voices of practitioners, academics and
researchers to examine young children's play, creativity and the
participatory nature of their learning. Bringing together a wide
range of perspectives from the UK and internationally, it focuses
on the level of engagement and exploration involved in children's
play and how it can be facilitated in different contexts and
cultures. This new reader aims to challenge thinking, promote
reflection and stimulate further discussion by bringing together
research and practice on play and creativity. Divided into two
parts, Part I is written by researchers and academics and explores
key themes such as creative meaning making, listening to children's
voices, risk and spaces, children's rights, play and technology.
Part II is authored by Early Childhood professionals and reveals
how practitioners have responded to the issues surrounding play and
creativity. Each chapter is contextualised by an introduction to
highlight the key points and a list of follow-up questions is also
included to encourage reflection and debate. Drawing on the
wide-ranging writing of academics, practitioners and researchers,
this book is an invaluable resource for students, practitioners and
all those who are interested in the essence of play and creativity,
what it means for children, and the far-reaching benefits for their
well-being, learning and development.
Children's Empowerment in Play is an accessible insight into the
vital place of play in children's development. The book focuses on
three main themes of participation, voice and ownership, and
explores ways to positively and naturally develop play in early
years settings. Drawing on primary research and presenting in-depth
case studies of children in a range of play scenarios, Canning
offers a framework for understanding play and its relationship with
children's empowerment, and highlights play patterns and the ways
in which practitioners can identify these. Chapters also cover: The
research context for empowerment in play The significance of play
and empowerment in the lives of children The power play can have,
and indicators of empowering behaviour Observing empowerment in
play and the challenges of celebrating it Written for all those
working with young children and students on early childhood
courses, this book will transform how you understand and engage
with children's experiences and learning.
This book draws on the voices of practitioners, academics and
researchers to examine young children's play, creativity and the
participatory nature of their learning. Bringing together a wide
range of perspectives from the UK and internationally, it focuses
on the level of engagement and exploration involved in children's
play and how it can be facilitated in different contexts and
cultures. This new reader aims to challenge thinking, promote
reflection and stimulate further discussion by bringing together
research and practice on play and creativity. Divided into two
parts, Part I is written by researchers and academics and explores
key themes such as creative meaning making, listening to children's
voices, risk and spaces, children's rights, play and technology.
Part II is authored by Early Childhood professionals and reveals
how practitioners have responded to the issues surrounding play and
creativity. Each chapter is contextualised by an introduction to
highlight the key points and a list of follow-up questions is also
included to encourage reflection and debate. Drawing on the
wide-ranging writing of academics, practitioners and researchers,
this book is an invaluable resource for students, practitioners and
all those who are interested in the essence of play and creativity,
what it means for children, and the far-reaching benefits for their
well-being, learning and development.
Children's Empowerment in Play is an accessible insight into the
vital place of play in children's development. The book focuses on
three main themes of participation, voice and ownership, and
explores ways to positively and naturally develop play in early
years settings. Drawing on primary research and presenting in-depth
case studies of children in a range of play scenarios, Canning
offers a framework for understanding play and its relationship with
children's empowerment, and highlights play patterns and the ways
in which practitioners can identify these. Chapters also cover: The
research context for empowerment in play The significance of play
and empowerment in the lives of children The power play can have,
and indicators of empowering behaviour Observing empowerment in
play and the challenges of celebrating it Written for all those
working with young children and students on early childhood
courses, this book will transform how you understand and engage
with children's experiences and learning.
Written for anyone working in the field of early years education
and care, this book encourages students and practitioners to
consider their own practice and to examine practice in a wide range
of early years settings. The four sections link closely to the
principles of the Early Years Foundation Stage, and support the
reader in developing a critical and reflective approach to their
own work. Issues covered include: @!play in the Early Years
Foundation Stage (EYFS) in England @!the Foundation Phase in Wales
@!safeguarding children @!the healthy child @!leading a team at a
Children's Centre @!how childminders are working with the EYFS
@!leading and managing a multi-agency workforce @!Continuing
Professional Development for early years practitioners Ideal for
those working towards Early Years Professional Status (EYPS), this
book is also a must-read for students on any early years course,
and will help the professional development of all practitioners
working with the Birth to Eight age range. Michael Reed is Senior
Lecturer at the University of Worcester and Associate Lecturer with
the Open University. Natalie Canning is Lecturer at the Open
University.
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