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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.
Too often teachers and students doubt their own abilities to forge
collective work and dynamic critical learning in the midst of
education reform practices that limit their opportunities to do so.
This doubt can be heightened for elementary school teachers or even
their students who are led to believe that they are not capable of
engaging critically with their education and their world. The
Problem-Solution Project erases this doubt through merging
service-learning, critical pedagogy, and constructivism. This
approach to teaching and learning is designed to empower teachers
and students while they meet curriculum standards and actively
contribute to the transformation of their world. Unique to this
collection are the reported experiences of teacher educators who
implement Problem-Solution Projects in their courses; preservice
teachers' reflections on cohort-driven Problem-Solution Projects;
and first-year and veteran teachers stories featuring
Problem-Solution Projects initiated by their PK-5 students.
Features include: Describes how Problem-Solution Projects advance
service-learning and critical pedagogy. Discussion of how
Problem-Solution Projects build on curriculum standards but resists
standardization of implementation and repressive education reforms.
First-hand accounts of teachers implementing Problem-Solution
Projects. Detailed description of the steps and outcomes of doing
Problem-Solution Projects with preservice teachers, inservice
teachers, and elementary students. . Examples of Problem-Solution
Projects across courses, subjects, disciplines, and contexts.
Readers will find worthwhile the theoretical connections and the
practical applications. Service-learning, urban education,
multicultural education and teacher education, teacher preparation
practitioners will find this text beneficial. The main audience:
teacher educators across disciplines, pre- and in-service teachers
working in elementary (PK-5) settings.
Too often teachers and students doubt their own abilities to forge
collective work and dynamic critical learning in the midst of
education reform practices that limit their opportunities to do so.
This doubt can be heightened for elementary school teachers or even
their students who are led to believe that they are not capable of
engaging critically with their education and their world. The
Problem-Solution Project erases this doubt through merging
service-learning, critical pedagogy, and constructivism. This
approach to teaching and learning is designed to empower teachers
and students while they meet curriculum standards and actively
contribute to the transformation of their world. Unique to this
collection are the reported experiences of teacher educators who
implement Problem-Solution Projects in their courses; preservice
teachers' reflections on cohort-driven Problem-Solution Projects;
and first-year and veteran teachers stories featuring
Problem-Solution Projects initiated by their PK-5 students.
Features include: Describes how Problem-Solution Projects advance
service-learning and critical pedagogy. Discussion of how
Problem-Solution Projects build on curriculum standards but resists
standardization of implementation and repressive education reforms.
First-hand accounts of teachers implementing Problem-Solution
Projects. Detailed description of the steps and outcomes of doing
Problem-Solution Projects with preservice teachers, inservice
teachers, and elementary students. . Examples of Problem-Solution
Projects across courses, subjects, disciplines, and contexts.
Readers will find worthwhile the theoretical connections and the
practical applications. Service-learning, urban education,
multicultural education and teacher education, teacher preparation
practitioners will find this text beneficial. The main audience:
teacher educators across disciplines, pre- and in-service teachers
working in elementary (PK-5) settings.
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