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In the book, the author is focusing the importance of play for
children from 0 years up to 8-12 years of age, e.g. in ECE centers
and elementary schools. In particular, the importance of play for
learning, through motivation as related to self-competence,
inspiration and engagement. In this second edition, the author is
emphasizing more thoroughly the importance of play as a challenge
of learning, with implications for children, as well as for
teachers. Further, the author is referring to how meaning making in
children's production of multi-module narrative products can
contribute to their digital personal formation. The selection of
theories presented in the second edition is somewhat expanded, and
in the end the author is presenting a few important educational
challenges of the field of children's play.
The focus of this book is on different aspects of leadership and
governess for learning in the early childhood education and care
(ECEC) sector, which serves children aged 1-5 years.
Internationally, the discourse on the ECEC sector is interwoven
with the discourse on early intervention, where ECEC is viewed as
laying the foundation for lifelong learning, eliminating child
poverty, and fostering social inclusion within an increasingly
diverse population.
The focus of this book is on different aspects of leadership and
governess for learning in the early childhood education and care
(ECEC) sector, which serves children aged 1-5 years.
Internationally, the discourse on the ECEC sector is interwoven
with the discourse on early intervention, where ECEC is viewed as
laying the foundation for lifelong learning, eliminating child
poverty, and fostering social inclusion within an increasingly
diverse population.
This book brings together an international group of researchers
reporting on their work about play and early childhood education
across 13 countries - Norway, Sweden, Denmark, England, Germany,
Hong Kong, United States of America, India, The Maldives, Sri
Lanka, Singapore, China and Australia. It contributes to growing
international conversations about play and the role of play in
early childhood education. Each of the chapters in this anthology
reflects different directions in research as well as a range of
approaches to reconceptualising play. Each researcher questions
assumptions underpinning young children's play and early childhood
education and explores the implications of these questions for
further research, practice and policy. Chapters report a wide range
of innovative and transformative research, focusing on areas such
as the play of infants and toddlers, the role of values in play,
the complexity of connections between play and learning,
motivation, the role and understandings of early childhood
educators in promoting children's play, risky play and the impact
of Westernised approaches to play in different contexts. This book
argues for the importance of children's play at a time when there
is a great deal of pressure to increase the academic focus of early
education and to eliminate play that could be deemed risky. Several
authors note moves towards pedagogies of play and explore the
potential links between play and learning in early education
settings. The research reported in this book is a timely reminder
of the value of play, for and of itself, as well as the learning
potential of play. It provides a pathway into the debates about the
role and value of play in early years' education for students,
researchers and policy-makers.
This book brings together an international group of researchers
reporting on their work about play and early childhood education
across 13 countries - Norway, Sweden, Denmark, England, Germany,
Hong Kong, United States of America, India, The Maldives, Sri
Lanka, Singapore, China and Australia. It contributes to growing
international conversations about play and the role of play in
early childhood education. Each of the chapters in this anthology
reflects different directions in research as well as a range of
approaches to reconceptualising play. Each researcher questions
assumptions underpinning young children's play and early childhood
education and explores the implications of these questions for
further research, practice and policy. Chapters report a wide range
of innovative and transformative research, focusing on areas such
as the play of infants and toddlers, the role of values in play,
the complexity of connections between play and learning,
motivation, the role and understandings of early childhood
educators in promoting children's play, risky play and the impact
of Westernised approaches to play in different contexts. This book
argues for the importance of children's play at a time when there
is a great deal of pressure to increase the academic focus of early
education and to eliminate play that could be deemed risky. Several
authors note moves towards pedagogies of play and explore the
potential links between play and learning in early education
settings. The research reported in this book is a timely reminder
of the value of play, for and of itself, as well as the learning
potential of play. It provides a pathway into the debates about the
role and value of play in early years' education for students,
researchers and policy-makers.
In this book the author presents from different perspectives what
is understood by the phenomenon of children's play, why it is
important, and how children's play challenge and stimulate the
educator or caregiver in regard of educational values and practice,
with the conclusion: play has to be taken seriously. A selection of
theories is introduced to provide descriptions and explanations of
play, as a background for putting forward certain requirements for
what should be understood by play in early childhood education.
Finally, a discussion of play as an educational remedy is
presented, and at the end the important relations between play,
experiences and self-concept development are outlined in relevance
to teachers' professional play competence. The book is relevant to
university academics teaching at bachelor and master programs of
early childhood education; in addition to parents, teachers and
caregivers in relation to children aged 0 to 9 years of age.
In this book the author presents from different perspectives what
is understood by the phenomenon of children's play, why it is
important, and how children's play challenge and stimulate the
educator or caregiver in regard of educational values and practice,
with the conclusion: play has to be taken seriously. A selection of
theories is introduced to provide descriptions and explanations of
play, as a background for putting forward certain requirements for
what should be understood by play in early childhood education.
Finally, a discussion of play as an educational remedy is
presented, and at the end the important relations between play,
experiences and self-concept development are outlined in relevance
to teachers' professional play competence. The book is relevant to
university academics teaching at bachelor and master programs of
early childhood education; in addition to parents, teachers and
caregivers in relation to children aged 0 to 9 years of age.
In the book, the author is focusing the importance of play for
children from 0 years up to 8-12 years of age, e.g. in ECE centers
and elementary schools. In particular, the importance of play for
learning, through motivation as related to self-competence,
inspiration and engagement. In this second edition, the author is
emphasizing more thoroughly the importance of play as a challenge
of learning, with implications for children, as well as for
teachers. Further, the author is referring to how meaning making in
children's production of multi-module narrative products can
contribute to their digital personal formation. The selection of
theories presented in the second edition is somewhat expanded, and
in the end the author is presenting a few important educational
challenges of the field of children's play.
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