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000753019 019__ $$a935250855
000753019 020__ $$a3319255495$$q(electronic book)
000753019 020__ $$a9783319255491$$q(electronic book)
000753019 020__ $$z3319255479
000753019 035__ $$aSP(OCoLC)ocn932593429
000753019 035__ $$aSP(OCoLC)932593429$$z(OCoLC)935250855
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000753019 049__ $$aISEA
000753019 050_4 $$aB63
000753019 08204 $$a100$$223
000753019 1001_ $$aBrabazon, Tara.
000753019 24510 $$aPlay $$h[electronic resource]:$$ba theory of learning and change.
000753019 260__ $$bSpringer International Publishing$$c2016.
000753019 300__ $$a1 online resource ()
000753019 336__ $$atext$$btxt$$2rdacontent
000753019 337__ $$acomputer$$bc$$2rdamedia
000753019 338__ $$aonline resource$$bcr$$2rdacarrier
000753019 504__ $$aIncludes bibliographical references and index.
000753019 5050_ $$aChapter 1: Introduction: Play Up? Play Around?; References; Part I: Setting the Field of Play; Chapter 2: Play in Early Childhood Education: An Historical Perspective; 2.1 Why Bother with the History of Play?; 2.2 The 'Problem' of Defining Play; 2.3 Play Is Natural; 2.4 Play Is Beneficial for Society; 2.5 Play Is Beneficial for Individuals; 2.5.1 Cognitive Theories; 2.5.2 Physiological Theories; 2.5.3 Psychological Theories; 2.6 Play as Curriculum; 2.7 Play as a Child's Right; References; Chapter 3: Playing with Play: A Playful Reconnaissance
000753019 5058_ $$a3.1 Complex Renderings of Children (and Educators)3.2 A Burgeoning Playful Context: Ontario, Canada; 3.3 Playful Liberating Constraints: Sketches of an Early Childhood Tertiary Context; References; Chapter 4: Team Players; 4.1 A Frame; 4.2 Why Make Clear Our Locations with Respect to Play?; 4.3 Why Bricolage?; 4.4 The Play of Life?; 4.4.1 Sue; 4.5 Play as Possibility?; 4.5.1 Kellie; 4.6 Opening up Spaces to Think Differently About Play; 4.6.1 Jennifer; 4.7 Making a Movie; 4.7.1 Felicity; Afternoon .... Making a Mouse Poem; The Next Day
000753019 5058_ $$aAfter the Weekend.... Tym Arrives with Multiple Copies of Script Another Day, Another Movie: Popcorn and Lollies; 4.8 Conclusion; References; Chapter 5: Faculty, Candidates, and Children at Play: Perceptions and Dissonances; 5.1 Staff with Each Other; 5.1.1 Informally; 5.1.2 More Formally; 5.1.3 A Purposeful Atmosphere of Play; 5.2 Staff with Candidates; 5.2.1 Sense of Relationships and Community; 5.3 Candidates with Each Other and in Classes: Playful Rehearsals to Professional Practice; 5.4 Teacher Candidates with Children in the Practicum; 5.4.1 Motivated by Means More Than Ends
000753019 5058_ $$a5.4.2 Creative Flow: Conducted in an Alert, Active but Non-stressed Frame of Mind5.4.3 Purposeless: Self-chosen and Self-directed; 5.4.4 Dissonance; 5.4.5 Teacher as Observer: Backward Mapping the Learning; 5.4.6 Purposefully Orchestrated: Forward Mapping the Learning; References; Part II: Playing with Bodies (of Knowledge); Chapter 6: (Re)Playing Decolonization Through Pele, Aloha'Oe and Indigenous Knowledge; 6.1 Holo mai Pele as Remaking Bodies; 6.2 Aloha'oe as Remaking Bodies; 6.3 Indigenous Knowledge (IK) as Remaking Bodies; 6.4 Pausing to Wonder: Remaking Decolonization; References
000753019 5058_ $$aChapter 7: Pre-service Teachers, Aboriginal Students and the Cross-cultural 'Playing Field': Empowering Futures7.1 Core Principles of the 3 Rs Model of Empowerment; 7.2 The 3 Rs Model of Empowerment; 7.3 Future Applications of the Model; References; Chapter 8: From Local to Global: International Initiatives in School Leadership; 8.1 Playing Internationally with Alan Laughlin: Collaboration and Partnership for Success; 8.2 Playing Internationally with Judy Langsner: Subject Development; 8.3 Playing Internationally with Chris Tome: Learning from Each Other
000753019 506__ $$aAccess limited to authorized users.
000753019 520__ $$aThis book examines the question of why ℓ́ℓplayℓ́ℓ is a happy and benevolent verb in childhood, yet a subjective label of behaviour in adulthood. It studies the transformation of the positively labelled term ℓ́ℓchildℓ́ℓs playℓ́ℓ, used to refer to our early years, into an aberrance or deviation from normal social relationships in later life, when we speak of playing up or playing around. It answers the question by proposing play as a theory of learning, an ideology that circumscribes behaviour, and a way of thinking. Written by scholars of early childhood through to further and higher education, the book presents research on play enacted in a way that arches beyond the specificity of age groups or predictive, normative patterns. It is international in its focus, moving beyond insular, inward and parochial educational standards and limitations in one city, province, state or nation. Finally, it demonstrates the value of play to educational policy and theories of learning.℗ℓ.
000753019 588__ $$aDescription based on print version record.
000753019 650_0 $$aPlay.
000753019 650_0 $$aPlay (Philosophy)
000753019 77608 $$iPrint version:$$aBrabazon, Tara$$tPlay: A Theory of Learning and Change$$dCham : Springer International Publishing,c2015$$z9783319255477
000753019 852__ $$bebk
000753019 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-25549-1$$zOnline Access$$91397441.1
000753019 909CO $$ooai:library.usi.edu:753019$$pGLOBAL_SET
000753019 980__ $$aEBOOK
000753019 980__ $$aBIB
000753019 982__ $$aEbook
000753019 983__ $$aOnline
000753019 994__ $$a92$$bISE