عنوان

Play at the center of the curriculum /

شابک

0133461750

شابک

0133461785

شابک

0133461793

شابک

9780133461756

شابک

9780133461787

شابک

9780133461794

عنوان اصلي

Play at the center of the curriculum /

نام عام مواد

[Book]

نام نخستين پديدآور

Judith Van Hoorn, University of the Pacific ; Patricia Monighan Nourot, Late of Sonoma State University ; Barbara Scales, University of California, Berkeley ; Keith Rodriguez Alward.

وضعيت ويراست

Sixth edition.

محل نشرو پخش و غیره

Boston :

نام ناشر، پخش کننده و غيره

Pearson Higher Education,

تاریخ نشرو بخش و غیره

2015.

تاریخ نشرو بخش و غیره

©2015

نام خاص و کميت اثر

xvi, 464 pages :

ساير جزييات

illustrations ;

ابعاد

24 cm

متن يادداشت

Includes bibliographical references (pages 437-454) and indexes.

متن يادداشت

1. Looking at play through teachers' eyes -- 2. Play and development : theory -- 3. Play as the cornerstone of development : the literature -- 4. Orchestrating children's play : setting the stage -- 5. Orchestrating play : interactions with children -- 6. Play as a tool for assessment -- 7. Mathematics in the play-centered curriculum / co-authored with Sandra Waite-Stupiansky -- 8. Language, literacy, and play -- 9. Science in the play-centered curriculum -- 10. The arts in the play-centered curriculum -- 11. Play and socialization -- 12. Outdoor play / authored by Jane P. Perry -- 13. Toys and technology as tools for play -- Conclusion: Integrating play, development, and practice.

متن يادداشت

Machine generated contents note continued: A Continuum of Play Orchestration Strategies -- Setting the Stage for Play -- Preparing the Physical Space for Play -- Play Safety -- Planning the Daily Schedule -- Extensions for Play in the Curriculum -- Play-Generated Curriculum -- Curriculum-Generated Play -- Summary -- Applying Your Knowledge -- 5. Orchestrating Play: Interactions with Children -- Play and Scaffolding -- Spontaneous, Guided, and Directed Play -- The Artist Apprentice -- The Peacemaker -- Guardian of the Gate -- Parallel Player -- Spectator -- Participant -- Matchmaker -- Story Player -- Play Tutor -- Choosing a Strategy -- Challenges in Play for Children with Special Needs -- Challenges in Play for Children Who Are Dual Language Learners -- Timing Is Everything: Entering and Exiting Children's Play -- Play and the Culture of School -- Responding to Violent Play -- Ascertaining Children's Purposes in Play -- Diffusing Violence in Play -- Addressing Exclusion---Supporting Inclusion.

متن يادداشت

Machine generated contents note continued: Advocating for Play -- The Advocacy Continuum -- Becoming an Informed Advocate for Play -- Resources for Informed Play Advocates: Getting Started -- Expanding the Toolkit for Play Advocacy -- Summary -- Applying Your Knowledge -- 2. Play and Development: Theory -- A Constructivist View of Play and Development -- Piaget's Developmental Theory and Play -- Three Types of Knowledge -- Piaget: The Development of Play -- Games with Rules -- Vygotsky: Development and Play -- The Zone of Proximal Development -- Interpersonal to Intrapersonal Processes in Learning -- Acquiring Mental Tools -- Understanding Rules -- Vygotsky's Levels of Symbolic Play -- Mead: Play and the Developing Sense of Self -- The Play Stage -- The Game Stage -- The Generalized Other Stage -- Erikson: Play and Mastery in the Inner World of Childhood -- Infancy: Trust and Mistrust -- Toddlerhood: Autonomy, Shame, and Doubt -- Early Childhood and the Play Stage: Initiative and Guilt.

متن يادداشت

Machine generated contents note continued: Best Practices in Planning for Outdoor Play -- Serving Children from Diverse Backgrounds -- Sites with Outdoor Challenges -- The Adult's Feelings About Being Outdoors -- Observing and Interpreting Outdoor Play -- Understanding Children's Outdoor Peer Play -- The Phases of Peer Play -- Supporting Big Body Rough and Tumble Outdoor Play -- Serving Students with Special Needs -- Teacher Decision Making During Outdoor Play -- Teaching Styles That Support Outdoor Play -- Indirect Coordination -- Direct Involvement -- Fostering Inquiry in the Outdoor Classroom -- Assessing Children's Play in the Outdoor Classroom -- Evaluating Outdoor Play Environments -- Advocacy in Action: Outdoor Play for All Children -- Summary -- Applying Your Knowledge -- 13. Toys and Technology as Tools for Play -- Principles for Considering Toys and Media Technology as Tools for Play -- Types of Toys -- Toy Use and Children's Development -- Games with Rules.

متن يادداشت

Machine generated contents note continued: Building a Peaceful Classroom -- Summary -- Applying Your Knowledge -- 6. Play as a Tool for Assessment -- Features of Assessment of Children's Play -- Using Assessments of Children's Play as an Integrated Approach to Assessment -- Examining the Purposes of Assessment -- Play and Assessments of Children from Diverse Cultures and Backgrounds -- Play and Assessments of Children with Special Needs -- Assessing Age Appropriate and Individually Appropriate Development -- Assessing Development of Concepts and Skills -- Assessing Individual Development -- Intelligence Is Multifaceted -- How Play Informs Assessments -- Principles for Implementing Play-Centered Assessments -- Ascertaining the Child's Viewpoint -- Attending Carefully to the Child's Behaviors and Verbalizations -- Reflecting on Whether a Question Will Empower the Child or Foster Dependence on Adult Judgments -- Strategies for Collecting and Organizing Information -- Observational Records.

متن يادداشت

Machine generated contents note continued: Checklists -- Portfolios -- Documentation Panels and Assessments -- Videos -- Interviews of Children About Their Play -- Additional Models and Instruments for Assessing Play -- Using Play-Centered Assessments to Advocate for the Play-Centered Curriculum -- Summary -- Applying Your Knowledge -- 7. Mathematics in the Play-Centered Curriculum -- Co-authored with Sandra Waite-Stupiansky, Edinboro University of Pennsylvania The Nature of Mathematics -- The Goals and Foundations of Early Childhood Mathematics Education -- The Foundations of Early Childhood Education Programs -- The Development of Mathematical Understandings -- Play Supports the Development of Mathematical Concepts -- Play and the Development of Mathematical Processes -- The Play-Centered Curriculum Promotes the Development of Mathematical Thinking for All Children -- Orchestrating Play to Promote All Children's Understanding of Mathematics.

متن يادداشت

Machine generated contents note continued: Children Under Siege: Toys and the Marketplace -- Toys That Limit Development -- Toys That Undermine Gender Equity -- Media Technology in the Lives of Children -- A Look at Research on Children's Use of Media Technology -- Guidance From Professional Education and Public Health Associations -- Recommendations for the Use of Media Technology in a Play-Centered Curriculum -- Teachers Talk About Using Media Technology in a Play-Centered Curriculum -- Media Technology: Supporting Children with Special Needs -- Media Technology: Benefits and Challenges in Promoting Equity -- Media-Technology: Play-Generated Curriculum and Curriculum-Generated Play -- Examples of Adult Use of Media Technology in Programs for Children 2-5 Years of Age -- Examples of Children's Use of Media Technology in Kindergarten and the Primary Grades -- Media Technology, Standards, and Play -- Summary -- Applying Your Knowledge -- 14. Conclusion: Integrating Play, Development, and Practice.

متن يادداشت

Machine generated contents note continued: Constructivism and Development -- What Is Developed? -- Means-Ends Coordinations and Development -- Constructivism and Social--Cultural Theories of Development -- Jean Piaget (1896--1980) -- Lev Vygotsky (1896--1934) -- Connecting Piaget's and Vygotsky's Theories -- A Closer Look at Piaget and Constructivist Theory -- Schemes: Assimilation, Accommodation, and Play -- Stages of Development and Play -- The Construction of Reality -- Social Experience and the Construction of Reality -- Play and Development -- Play and the Development of Intelligence -- Play and the Development of Personality -- Play and the Development of Competencies -- Play and the Development of the Social Self -- The Meaning of Play in Childhood and Society -- Play and the Work of Society -- Autonomy as the Context for Development -- Development, Developmentally Appropriate Practices, and Play -- Expectations for Ourselves and Our Children: Standards.

متن يادداشت

Machine generated contents note continued: Early Childhood Professionals as Advocates for Play -- Resources for Action -- Sharing Our Advocacy Stories -- Advocating for Play Through Play -- Summary -- Applying Your Knowledge.

متن يادداشت

Machine generated contents note continued: Fostering Literate Behaviors -- The Value of the Play-Based Curriculum -- Early Story Constructions -- How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages -- Dual Language Learners: Masha's Story -- Honoring the Importance of Literate Behaviors -- Emergent Literacy -- Writing, Graphics, and Narrative Construction -- Awareness of Sounds and Patterns of Language -- Language and Literacy Learning in the Primary Grades: The Motivating Power of Play -- Multimedia Extend Meanings of Literacy -- Dynamic Approaches to Promoting Literacy Through Play -- Using Drama Techniques to Enhance Sociodramatic Play -- Story Dictation and Story Playing -- Balanced Opportunities for Varied Kinds of Play Support Competencies in Language and Literacy -- Time for Language and Literacy in Play -- Space for Language and Literacy Learning -- Materials for Language, Literacy, and Reading and Writing in Play -- Guidance for Literacy in Play.

متن يادداشت

Machine generated contents note continued: Industry and Inferiority: Play and Work in Middle Childhood -- Summary -- Applying Your Knowledge -- 3. Play as the Cornerstone of Development: The Literature -- Play and Intellectual Development -- Play and the Development of Symbolic Thought -- Play and the Development of Language and Literacy -- Play and Logical-Mathematical Thinking -- Play and Problem Solving -- Play and Children with Special Needs -- Play, Imagination, and Creativity -- Three Aspects of Imagination and Fantasy -- Play and Social-Moral Development -- Parten's Research on Play and Social Participation -- Play and Emotional Development -- Play and the Harsh Realities of Some Children's Lives -- Summary -- Applying Your Knowledge -- 4. Orchestrating Children's Play: Setting the Stage -- Principles Guiding Play Orchestration -- Taking the Child's View -- Teacher as Keen Observer -- Seeing Meaning as It Is Constructed -- Teacher as Stage Manager.

متن يادداشت

Machine generated contents note continued: Knowledge of the Patterns of Development in Children's Art Making -- Documenting Change and Growth: Heidi's Horses -- Important Considerations -- Children with Special Needs: Guiding for Mastery and Competence -- Children's Play Interests Reflected in a Play-Centered Curriculum -- Guided and Directed Play in the Arts -- Summary -- Applying Your Knowledge -- Table of Basic Art Activities for Early Learners -- 11. Play and Socialization -- Saying Goodbye to Parents -- From Separation to Integration: John's Fire Hydrants -- Diversity Creates Social Enrichment for Today's Classrooms -- Diversity Can Create Challenges for Teachers -- Inclusion of Children with Special Needs -- Traditional Research and Practice -- Current Practice Illuminated by Research -- Differences in Boys' and Girls' Play and Socialization -- Children's Negotiations Create a Dynamic Context for Play -- Newspapers -- Play Provides a Bridge Between Theory and Practice.

متن يادداشت

Machine generated contents note continued: Play-Generated Science Curriculum -- Science Curriculum-Generated Play -- Addressing the Science Framework and Standards in the Play-Centered Curriculum -- Developing Confidence in Teaching Science -- Summary -- Applying Your Knowledge -- 10. The Arts in the Play-Centered Curriculum -- A Guide for Curriculum Design -- Entering the Child's World of Spontaneous Play -- Incorporating Artwork -- Monitoring the Quality and Challenge of Play: Tactile and Sensory Arts -- The Arts Enhance Knowledge in All Curriculum Domains -- Supporting Art and Play: Time, Space, Materials, and Teacher Know-How -- Presentation of Art Making and Constructive Play Materials -- Content -- Cultural Enrichment in the Arts -- Music and Movement in the Play-Centered Curriculum -- Diverse Musical Traditions Enrich the Classroom Culture -- Integration of Children's Experiences and Feelings Through Play in the Arts -- A Balanced Arts Curriculum.

متن يادداشت

Machine generated contents note continued: Standards for Literacy: Calls for Accountability -- Summary -- Applying Your Knowledge -- 9. Science in the Play-Centered Curriculum -- Play Supports the Development of Scientific Understandings -- Science and Spontaneous Play: Scientists Tour a Kindergarten Class -- The Goals of a Balanced Early Childhood Science Curriculum -- Scientific Literacy for All Children -- The Nature of Science -- Scientific and Engineering Practices -- Scientific Concepts -- Scientific Content -- Science, Play, arid Children's Development -- Science Learning and Social Contexts -- Nature and the Environment: Developing a Sense of Place -- Helping Urban Children Develop a Sense of Place -- Promoting Equity and Excellence for All -- Building on the Strengths and Needs of Children Who Are Dual Language Learners -- Developing Inclusive Science Curriculum for Children with Special Needs -- Play-Generated Science Curriculum and Science Curriculum-Generated Play: Making Connections.

متن يادداشت

Machine generated contents note continued: Supporting Children from All Cultures and Children Who Are Dual Language Learners -- Supporting Children with Special Needs -- The Assessment of Children's Mathematical Understandings -- Standards, Expectations, and Professional Expertise -- Contexts for Mathematics in the Play-Centered Curriculum -- Play: The First Context for Promoting Children's Understandings of Mathematics -- Daily Life Situations: The Second Context for Promoting Children's Understandings of Mathematics -- Teacher-Planned Activities: The Third Context for Promoting Children's Understandings of Mathematics -- Play-Generated Curriculum and Curriculum-Generated Play: Integrating Contexts for Learning Mathematics -- Summary -- Applying Your Knowledge -- 8. Language, Literacy, and Play -- Literacy Begins -- Play, Language, and Literate Behavior: A Natural Partnership -- Communication as a Prerequisite for Play with Others -- Play as a Form of Communication.

متن يادداشت

Machine generated contents note continued: The Interpretive Approach -- Teachers Take a Research Stance: Views from the Inside -- Children's Interactive Strategies -- Studying the Social Ecology of a Preschool Classroom -- Taking an Interpretive Approach to the Social Ecology of the Classroom -- Contrasts in Social Ecologies -- Kitchen Play Reexamined -- Teacher Support for Play Interactions -- Children Grant Warrants for Play -- Supporting Interactive Play at the Environmental Level -- Precursors to Formal Social Studies Standards in Early Childhood Programs -- Social Science for Young Children -- Summary -- Applying Your Knowledge -- 12. Outdoor Play / Jane P. Perry -- The Importance of Outdoor Play -- The Importance of Outdoor Physically Active Play -- The Importance of Outdoor Nature Play -- The Importance of Child-Initiated Play and Inquiry -- How the Outdoor Classroom Is Different from the Inside Classroom -- Teaching Goals and Guidelines for the Outdoor Classroom.

متن يادداشت

Machine generated contents note: 1. Looking at Play Through Teachers' Eyes -- Play at the Center of a Developmentally Based Curriculum -- The Power of Play in Development -- Play as a Fundamental Human Activity -- Grounding Practice in Theory, Research, and the Wisdom of Practitioners -- Play at the Center of the Early Childhood Curriculum: A Model for Practice -- The Play Continuum -- How Teachers of Young Children View Play -- Play Through the Eyes of Brandon's Teacher -- Randi: Meeting the Needs of Individual Children in Preschool -- Pat: From Worksheeets and Desks to Blocks and Bubbles in Kindergarten -- Kristin: Letting Children Develop at Their Own Pace in First Grade -- Play and Developmentally Appropriate Practice -- Addressing Standards in the Play-Centered Curriculum -- Principles for Developing Appropriate Standards for Young Children -- The Development and Implementation of Standards: Challenges and Possibilities -- The Critical Role of the Teacher.

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موضوع مستند نشده

Child development.

موضوع مستند نشده

Early childhood education-- Curricula.

موضوع مستند نشده

Play.

موضوع مستند نشده

Child development.

موضوع مستند نشده

Early childhood education-- Curricula.

موضوع مستند نشده

Play.

شماره

ويراست

شماره رده

نشانه اثر

مستند نام اشخاص تاييد نشده

Van Hoorn, Judith Lieberman.

مستند نام اشخاص تاييد نشده

Alward, Keith Rodriguez.

مستند نام اشخاص تاييد نشده

Monighan-Nourot, Patricia,1947-

مستند نام اشخاص تاييد نشده

Scales, Barbara,1930-

تاريخ عمليات

20200822085542.0

قواعد فهرست نويسي ( بخش توصيفي )

rda

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y