Play, learning and the early childhood curriculum

Play, Learning and the Early Childhood Curriculum

Volumn , Issue , 2005, Pages 1-248

  Wood, Elizabeth ^a   Attfield, Jane ^b  

^a UNIVERSITY OF SHEFFIELD   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84950273465     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446280393     Document Type: Book

References (192)

1. The following texts provide good accounts of the rhetoric and reality of play, and the everyday problems and constraints that practitioners face.
2. Adams, S., Alexander, E., Drummond, M.J. and Moyles, J. (2004) Inside the Foundation Stage: Recreating the Reception Year, London, Association of Teachers and Lecturers.
3. Anning, A. (1997) The First Years at School, Buckingham, Open University Press.
4. Anning, A. and Edwards, A. (1999) Promoting Children's Learning from Birth to Five, Buckingham, Open University Press.
5. Anning, J., Cullen, J. and Fleer, M. (eds) (2004) Early Childhood Education: Society and Culture, London, Sage.
6. Bennett, N., Wood, E. and Rogers, S. (1997) Teaching Through Play: Teachers' Thinking and Classroom Practice, Buckingham, Open University Press.
7. The following authors provide a range of perspectives on play and learning across early childhood and primary education, making clear links between theory and practice.
8. Bishop, J.C. and Curtis, M. (2001) Play Today in the Primary School Playground, Buckingham, Open University Press.
9. Broadhead, P. (2004) Early Years Play and Learning, Developing Social Skills and Co-operation, London, RoutledgeFalmer. doi:10.4324/9780203465257 http://dx.doi.org/10.4324/9780203465257
10. Brooker, L. (2002) Starting School-Young Children Learning Cultures, Buckingham, Open University Press.
11. Lytle, D.E. (ed.) (2003) Play and Educational Theory and Practice, Westport, Conn., Praeger.
12. MacNaughton, G. (2000) Rethinking Gender in Early Childhood Education, Buckingham, Open University Press.
13. Pellegrini, A. and Blatchford, P. (2000) The Child at School: Interactions with Peers and Teachers, London, Arnold.
14. The following authors all take a creative approach to children's play and to the early childhood curriculum. They provide more detailed exploration of the themes covered in this chapter and include fascinating insights into children's learning, as well as guidance for practitioners. Gopnik et al(1999) provide a highly readable account of the mysteries of the brain and mind.
15. Anning, A. and Ring, K. (2004) Making Sense of Children's Drawings, London, Sage.
16. Beardsley, G. and Harnett, P. (1998) Exploring Play in the Primary Classroom, London, David Fulton.
17. Beetlestone, F. (1997) Creative Children, Imaginative Teaching, Bucks, Open University Press.
18. Duffy, B. (1999) Supporting Creativity and Imagination in the Early Years, Buckingham, Open University Press.
19. Gopnik, A., Meltzoff, A.N. and Kuhl, P.K. (1999) The Scientist in the Crib: Minds, Brains and How Children Learn, New York, William Morrow and Company.
20. Hendy, L. and Toon, L. (2001) Supporting Drama and Imaginative Play in the Early Years, Buckingham, Open University Press.
21. Roberts, R. (2002) Self-esteem and Early Learning, London, Paul Chapman.
22. Weare, K. (2004) Developing the Emotionally Literate School, London, Paul Chapman.
23. Worthington, M. and Carruthers, E. (2003) Children's Mathematics: Making Sense, Making Meaning, London, Paul Chapman.
24. These texts are more theoretical, and present contemporary perspectives on researching, theorizing and understanding play. They will be of interest to readers who are working on their own research or who want to develop their understanding of the theories explored in this chapter. Anning et al (2004) is strongly recommended because it provides excellent theory-practice links, based on contemporary research from leading early childhood specialists in the UK, New Zealand and Australia.
25. Anning, A., Cullen, J. and Fleer, M. (2004) (eds) Early Childhood Education: Society and Culture, London, Sage.
26. Hakkarainen, P. (1999) Play and Motivation, in Y.Engeström, R.Miettinen and R-L.Punamaki (1999) (eds) Perspectives on Activity Theory, Cambridge, Cambridge University Press, 231-249. doi:10.1017/CBO9780511812774.016 http://dx.doi.org/10.1017/CBO9780511812774.016
27. Lambert, E.B. and Clyde, M. (2003) Putting Vygotsky to the Test, in D.E.Lytle (ed.) Play and Educational Theory and Practice, Play and Culture Studies, Vol. 5, Westport, Conn., Praeger, 59-98.
28. Ortega, R. (2003) Play, Activity and Thought, Reflections on Piaget's and Vyogotsky's Theories, in D.E.Lytle (ed.) Play and Educational Theory and Practice, Westport, Conn., Praeger, 99-116.
29. Reifel, S. (2001) Theory in Context and Out, Play and Culture Studies, Vol. 3, Connecticut, Ablex.
30. Roopnarine, J.L. (2002) Conceptual, Social-Cognitive, and Contextual Issues in the Fields of Play, Play and Culture Studies, Vol. 4, Connecticut, Ablex.
31. Saracho, O. and Spodek, B. (2002) Contemporary Perspectives in Early Childhood Curriculum, Connecticut, Information Age Publishing.
32. The following books provide a good theoretical underpinning for children's learning in the curriculum areas, as well as practical guidance for practitioners. Drifte (2002), Macintyre (2001) and Wall (2003) are strongly recommended for helping practitioners to ensure access and inclusion for children with special educational needs.
33. Drake, J. (2001) Planning Children's Play and Learning in the Foundation Stage, London, David Fulton.
34. Drifte, C. (2002) Early Learning Goals for Children With Special Educational Needs: Learning Through Play, London, David Fulton.
35. Fisher, J. (2002) Starting From the Child? (2nd edition), Buckingham, Open University Press.
36. Macintyre, C. (2001) Enhancing Learning Through Play: A Developmental Perspective in Early Years Settings, London, David Fulton.
37. Pound, L. (1999) Supporting Mathematical Development in the Early Years, Buckingham, Open University Press.
38. Rodger, R. (1999) Planning an Appropriate Curriculum for the Under Five's, London, David Fulton.
39. Wall, K. (2003) Special Needs and the Early Years, London, Paul Chapman.
40. Webster-Stratton, C. (1999) How to Promote Children's Social and Emotional Competence, London, Routledge.
41. Whitehead, M. (1999) Supporting Language and Literacy Development in the Early Years, Buckingham, Open University Press.
42. These books provide detailed explorations of assessment in early childhood settings, drawing on key principles, theories and guidance for practitioners. The books that focus on children with special educational needs are helpful for developing more specialised formats and strategies for assessment.
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49. Wall, K. (2003) Special Needs and the Early Years: A Practitioner's Guide, London, Paul Chapman.
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