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Chapter 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
3.1 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
After 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
5.4.2 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
Chapter 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
3.1 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
After 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
5.4.2 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
Chapter 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