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Early childhood pedagogical playa cu...

Li, Liang.

Early childhood pedagogical playa cultural-historical interpretation using visual methodology /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early childhood pedagogical playby Avis Ridgway, Gloria Quinones, Liang Li.
其他題名:	a cultural-historical interpretation using visual methodology /
作者:	Ridgway, Avis.
其他作者:	Quinones, Gloria.
出版者:	Singapore :Springer Singapore :2015.
面頁冊數:	xii, 185 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Early childhood education.
電子資源:	http://dx.doi.org/10.1007/978-981-287-475-7
ISBN:	9789812874757 (electronic bk.)

Early childhood pedagogical playa cultural-historical interpretation using visual methodology /
Ridgway, Avis.

Early childhood pedagogical playa cultural-historical interpretation using visual methodology /[electronic resource] :by Avis Ridgway, Gloria Quinones, Liang Li. - Singapore :Springer Singapore :2015. - xii, 185 p. :ill., digital ;24 cm.

Foreword -- Chapter 1 Introduction -- Chapter 2 Re-theorising Play as Pedagogical -- Chapter 3 Examining Play from the Child's Perspective -- Chapter 4 Sustained Shared Thinking in Pedagogical Play -- Chapter 5 Dimensions of Play Activity -- Chapter 6 Play Affordances across Institutional Contexts -- Chapter 7 Imagination in Play: Space and Artefacts -- Chapter 8 In the Everyday Moments of Play -- Chapter 9 Recognising Cultural Influences in Play -- Chapter 10 Contemporary Interpretations of Pedagogical Play.

This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development) These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child's cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child's learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

ISBN: 9789812874757 (electronic bk.)

Standard No.: 10.1007/978-981-287-475-7doiSubjects--Topical Terms:

288388
Early childhood education.

LC Class. No.: LB1139.35.P55

Dewey Class. No.: 372.21

Early childhood pedagogical playa cultural-historical interpretation using visual methodology /
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520 $a This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development) These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child's cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child's learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.
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