This book takes a detailed look at the complex area of young children's play as it is understood in the early twenty-first century, and in particular at the relationships between play, learning and teaching which are enacted in early ...
Author: Brooker, Liz
Publisher: McGraw-Hill Education (UK)
This book takes a detailed look at the complex area of young children's play as it is understood in the early twenty-first century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries as different as England and the USA, Sweden and the Netherlands, Australia and New Zealand.
All of this interaction depends on creating an ethical space that is interesting and engaging. In games where the play is interesting, but the ethics are boring or problematic, a player may reasonable choose to play another game or ...
Author: Schrier, Karen
Publisher: IGI Global
"This book addressing an emerging field of study, ethics and gamesand answers how we can better design and use games to foster ethical thinking and discourse in classrooms"--Provided by publisher.
If that's the quantitative model for players' engagement, it's clear that Unmanned is not engaging or designed to be engaging. Playing is not a guided process of meaning-making in which a player reconstructs the system as designed by an ...
Author: Miguel Sicart
Publisher: MIT Press
Category: Games & Activities
Today's blockbuster video games -- and their never-ending sequels, sagas, and reboots -- provide plenty of excitement in high-resolution but for the most part fail to engage a player's moral imagination. In Beyond Choices, Miguel Sicart calls for a new generation of video and computer games that are ethically relevant by design. In the 1970s, mainstream films -- including The Godfather, Apocalypse Now, Raging Bull, and Taxi Driver -- filled theaters but also treated their audiences as thinking beings. Why can't mainstream video games have the same moral and aesthetic impact? Sicart argues that it is time for games to claim their place in the cultural landscape as vehicles for ethical reflection. Sicart looks at games in many manifestations: toys, analog games, computer and video games, interactive fictions, commercial entertainments, and independent releases. Drawing on philosophy, design theory, literary studies, aesthetics, and interviews with game developers, Sicart provides a systematic account of how games can be designed to challenge and enrich our moral lives. After discussing such topics as definition of ethical gameplay and the structure of the game as a designed object, Sicart offers a theory of the design of ethical game play. He also analyzes the ethical aspects of game play in a number of current games, including Spec Ops: The Line, Beautiful Escape: Dungeoneer, Fallout New Vegas, and Anna Anthropy's Dys4Ia. Games are designed to evoke specific emotions; games that engage players ethically, Sicart argues, enable us to explore and express our values through play.
Wood, E. (2010a) Reconceptualising the play-pedagogy relationship: from control to complexity, in L. Brooker and S. Edwards (eds) Engaging Play. Maidenhead: Open University Press. Wood, E. (2010b) Developing ...
Author: Maynard, Trisha
Publisher: McGraw-Hill Education (UK)
The aim of this text is to explore outdoor play in the early years focusing, in particular, on early years settings and young children aged 0 to 7 years.
Video/DVD Program for Preschool Children with engaging depictions of playing the five learning games that interweave live action, playful animations, and interactive challenges to preschoolers. Viewers stop the program after watching ...
Author: Dorothy Singer
Publisher: Oxford University Press
In Play=Learning, top experts in child development and learning contend that in over-emphasizing academic achievement, our culture has forgotten about the importance of play for children's development.
I would suggest that if we consider it appropriate to guide children towards educational interactions in school and preschool, then it should also be appropriate for adults to support children towards the pretend play skills that form a ...
Author: Dianne Jackson
'It is inspiring to see a text which attempts to shift our worldview. This shift could give us the chance to achieve more open, inclusive, democratic early childhood practice that has the capacity to answer the deeper questions and which sees both parents and children as powerful and positive agents in their own futures' - Chris Pascal and Tony Bertram, Directors of the Centre for Research in Early Childhood (CREC) The role of parents in the early years is fundamental. In order to achieve the best outcomes for children, mutually beneficial relationships between parents and practitioners need to underpin children’s care and learning. There are many services for children and many different settings in which care and education can take place. Whether you work in children’s centres, outreach and dual-focused services, preschools, kindergartens or schools this book will help you develop the skills and strategies to work alongside parents whatever your role. Focussing on: The importance of involving parents The nature of learning How to engage and build relationships with parents How to reflect on and develop shared learning environment in settings Transitions and attachment This book has examples taken from real settings and practical advice to help you put the ideas into practice. Reading and using it will help ensure the wellbeing and development of all children in your care. Dianne Jackson is an Adjunct Fellow at the University of Western Sydney and the CEO of Connect Child and Family Services Martin Needham is Academic Division Leader: Education, Professional and Community Studies at Manchester Metropolitan University
Several recent studies suggest that engaging in intergenerational play around video games can have a positive impact on family relations and children's well-being. Researcher Sarah Coyne and her colleagues found that female teens ...
Author: Sinem Siyahhan
Publisher: MIT Press
How family video game play promotes intergenerational communication, connection, and learning. Video games have a bad reputation in the mainstream media. They are blamed for encouraging social isolation, promoting violence, and creating tensions between parents and children. In this book, Sinem Siyahhan and Elisabeth Gee offer another view. They show that video games can be a tool for connection, not isolation, creating opportunities for families to communicate and learn together. Like smartphones, Skype, and social media, games help families stay connected. Siyahhan and Gee offer examples: One family treats video game playing as a regular and valued activity, and bonds over Halo. A father tries to pass on his enthusiasm for Star Wars by playing Lego Star Wars with his young son. Families express their feelings and share their experiences and understanding of the world through playing video games like The Sims, Civilization, and Minecraft. Some video games are designed specifically to support family conversations around such real-world issues and sensitive topics as bullying and peer pressure. Siyahhan and Gee draw on a decade of research to look at how learning and teaching take place when families play video games together. With video games, they argue, the parents are not necessarily the teachers and experts; all family members can be both teachers and learners. They suggest video games can help families form, develop, and sustain their learning culture as well as develop skills that are valued in the twenty-first century workplace. Educators and game designers should take note.
KEY POINTS » Unchallenging play equipment is a waste of money. » Play improvement requires a whole-school strategic approach. » Engaging play takes place across a whole enriched landscape. 5 WHAT WORKS? Swinging bars: Single or parallel ...
Author: Michael Follett
Publisher: Jessica Kingsley Publishers
School playtimes account for 20% of a child's school life, but how can schools ensure that this time is as beneficial as possible for primary school pupils? Emphasising the importance of play in child development, this book identifies the key challenges facing schools during break times and sets out a complete strategy for effectively managing playtimes that are fun-filled and offer children greater long-term benefits. With before and after case studies showing how school playtimes have been transformed through the author's OPAL Primary Programme, this book demonstrates how to improve common issues such as behaviour, staffing, space and facilities in a sustainable way that capitalises on investments in equipment and training. Promoting wellbeing and healthy child development, this book provides inspiring reading for primary school staff and play workers, and creative ideas and ready-to-use solutions that will help schools to meet Ofsted criteria for excellent play.
Have some fun Grab a can of shaving cream and a kid and go for it -- Sculpt in shaving cream -- Hold a seed spit -- Play Pretzel on a Pole and Chair-leg Ring Toss -- Make a mummy -- Go magnet fishing -- Play Cheek-rub Guess Make a crown of ...
Author: Virginia K. Morin
Publisher: Magnolia Street Pub
Have some fun Grab a can of shaving cream and a kid and go for it -- Sculpt in shaving cream -- Hold a seed spit -- Play Pretzel on a Pole and Chair-leg Ring Toss -- Make a mummy -- Go magnet fishing -- Play Cheek-rub Guess Make a crown of soap bubbles and a whipped cream mustache -- Paint everybody's feetFun To Grown On suggests 167 spontaneous, creative and playful ways to really connect with children. Using only the simplest props (whipping cream, a bag of cotton balls, building blocks, popcorn) these games delight kids and grown-ups as well. Adult participation is the key...nothing is so much fun as playing together. These play ideas are geared toward people rather than projects. They foster closeness and cooperation and facilitate interaction.
Discover why play therapy works and how to use it to treat childhood mental health challenges such as: ADHD - Anxiety - Autism - Disruptive Behavior Disorders - Depression - OCD - PTSD - Trauma - Self-Esteem - Social Skills Play Therapy is ...
(1987) defined play as “young child's activities characterized by freedom from all but personally imposed rule” (p. ... Perry (2001) emphasized that brain-engaging play activities need to be provided to enhance children's creativity.
Author: David J. Flinders
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching-the "what to teach" aspect). Since it's founding AATC has produced scholarship in teaching and curriculum and serves the general public through its conferences, journals, and the interaction of its members. The purpose of the organization was originally defined in Article 1, Section 2 of the AATC Constitution: "To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged." Curriculum and Teaching Dialogue seeks to fulfill that mission.
She seemed to be always ready to play. ... However, unlike Valerie, Gwen was also capable of engaging in cognitive and social spontaneity, ... Engaging with Edgar The final story of engagement is brief 25 PLAY AND WELLBEING.
Author: Cindy Clark
In an era of increasingly patient-centered healthcare, understanding how health and illness play out in social context is vital. This volume opens a unique window on the role of play in health and wellbeing in widely varied contexts, from the work of Patch Adams as a hospital clown, to an Australian facility for dementia treatment, to a New Zealand preschool after an earthquake, to a housing complex where Irish children play near home. Across these and other featured studies, play is shown to be shaman-like in its transformative dynamics, marshaling symbolic resources to re-align how patients construe and experience illness. Even when illness is not an issue, play promotes wellbeing by its power to reimagine, invigorate, enliven and renew through sensory engagement, physical activity, and symbolism. Play levels social barriers and increases flexible response, facilitating both shared social support and creative reassessment. This book challenges assumptions that play is inefficient and unproductive, with highly relevant evidence that playful processes actually work hard to dislodge unproductive approaches and thereby aid resilience. Solid research evidence in this book charts the course and opens the agenda for taking play seriously, for the sake of health. This book was originally published as a special issue of the International Journal of Play.
This insightful edited collection brings together the perspectives of leading and emerging scholars in early childhood education and play from within Europe, the UK, Australia, New Zealand and the United States of America.
Author: Liz Brooker
Publisher: Open University Press
This insightful edited collection brings together the perspectives of leading and emerging scholars in early childhood education and play from within Europe, the UK, Australia, New Zealand and the United States of America. It includes a preface from Professor Joy Cullen, one of New Zealand's pre-eminent experts in early childhood education. Each of these scholars considers, from their own theoretical standpoint, the ways that young children's play contributes to their learning and development. The chapters cover a variety of theoretical positions, demonstrating that the process of 'engaging' with the theory and practice of play can take many forms. The chapters cover a wide range of contexts, from child-led activity in informal settings to the more formal practice of school-based learning. A range of theoretical viewpoints of play are considered and related to the experiences of today's families, children and educators across different educational settings. Engaging Play offers an insight into the pedagogical play discourse of twenty-first century early childhood education, and in doing so offers an informative reading experience for students, researchers and policy makers alike. Contributors: Jo Ailwood, Mindy Blaise, Liz Brooker, Joy Cullen, Amy Cutter-Mackenzie, Brian Edmiston, Susan Edwards, Marilyn Fleer, Helen Hedges, Elizabeth Hunt, Barbara Jordan, Anna Kilderry, Annica Lofdahl, Andrea Nolan, Leigh M. O'Brien, Bert van Oers, Sue Rogers, Anette Sandberg, Tim Taylor, Tuula Vuorinen, Elizabeth Wood
We provide information about play therapy, what it is, and what we do in session, using developmentally ... More and more adults and adolescents are engaging in play therapy, so it behooves you (if you want to work with them) to have a ...
Author: Terry Kottman
Publisher: Guilford Publications
Covering the process of therapy from beginning to end, this engaging text helps students and practitioners use play confidently and effectively with children, adolescents, and adults struggling with emotional or behavioral problems or life challenges. With an accessible theory-to-practice focus, the book explains the basics of different play therapy approaches and invites readers to reflect on and develop their own clinical style. It is filled with rich case material and specific examples of play techniques and strategies. The expert authors provide steps for building strong relationships with clients; exploring their clinical issues and underlying dynamics; developing and working toward clear treatment goals; and collaborating with parents and teachers. A chapter on common challenges offers insightful guidance for navigating difficult situations in the playroom.
What is the transaction that takes place between the player and the character that they inhabit to play the game? ... and emotional levels, and how designers can tap into these relationships to produce deeper and more engaging play.
Author: Katie Salen
Publisher: MIT Press
The Game Design Reader is a one-of-a-kind collection on game design and criticism,from classic scholarly essays to cutting-edge case studies. A companion work to Katie Salen and EricZimmerman's textbook Rules of Play: Game Design Fundamentals, The Game Design Reader is a classroomsourcebook, a reference for working game developers, and a great read for game fans andplayers.Thirty-two essays by game designers, game critics, game fans, philosophers, anthropologists,media theorists, and others consider fundamental questions: What are games and how are theydesigned? How do games interact with culture at large? What critical approaches can game designerstake to create game stories, game spaces, game communities, and new forms of play?Salen andZimmerman have collected seminal writings that span 50 years to offer a stunning array ofperspectives. Game journalists express the rhythms of game play, sociologists tackle topics such asrole-playing in vast virtual worlds, players rant and rave, and game designers describe the sweatand tears of bringing a game to market. Each text acts as a springboard for discussion, a potentialclass assignment, and a source of inspiration. The book is organized around fourteen topics, fromThe Player Experience to The Game Design Process, from Games and Narrative to CulturalRepresentation. Each topic, introduced with a short essay by Salen and Zimmerman, covers ideas andresearch fundamental to the study of games, and points to relevant texts within the Reader. Visualessays between book sections act as counterpoint to the writings.Like Rules of Play, The Game DesignReader is an intelligent and playful book. An invaluable resource for professionals and a uniqueintroduction for those new to the field, The Game Design Reader is essential reading for anyone whotakes games seriously.
When designing a diverse environment to support active, “deep,” and engaging play, structures for the storage of loose parts, toys, music, art, and construction materials are paramount.
Author: Donna Couchenour
Publisher: SAGE Publications
The general public often views early childhood education as either simply “babysitting” or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age. The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education. Through approximately 425 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as: · How is the field of early childhood education defined? · What are the roots of this field of study? · How is the history of early childhood education similar to yet different from the study of public education? · What are the major influences on understandings of best practices in early childhood education?
For example, aprop box forautomobile repair play has discarded, cleaned autoparts, tools, and other related materials. ... Play situations can becreated that reflect the children's world. ... Children are also engaging in physical play.
Author: Olivia N. Saracho
Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and their personal-social world. An Integrated Play-Based Curriculum for Young Children offers the theoretical framework for understanding the origins of an early childhood play-based curriculum and how young children learn and understand concepts in a social and physical environment. Distinguished author Olivia N. Saracho then explores how play fits into various curriculum areas in order to help teachers develop their early childhood curriculum using developmentally and culturally appropriate practice. Through this integrated approach, young children are able to actively engage in meaningful and functional experiences in their natural context. Special Features Include: Vignettes of children’s conversations and actions in the classroom Suggestions for activities and classroom materials Practical examples and guidelines End-of-chapter summaries to enhance and extend the reader’s understanding of young children By presenting appropriate theoretical practices for designing and implementing a play-based curriculum, An Integrated Play-Based Curriculum for Young Children offers pre-service teachers the foundational knowledge about the field, about the work that practitioners do with young children, and how to best assume a teacher’s role effectively.
In L. Brooker & S. Edwards (eds), Engaging Play (pp. 54–66). Maidenhead: Open University Press. Skanfors, L., Lofdahl, A. & Hagglund, S. (2009). Hidden spaces and places in the preschool: Withdrawal strategies in preschool children's ...
Author: Helen Little
Educators have a key pedagogical role in promoting early years outdoor play in natural environments. Active outdoor play involving risk-taking has been linked to positive effects on social health and behaviour, and encourages physical activity and motor skill development. At the same time, it has been recognised that opportunities for children to experience outdoor learning have been reduced in recent decades due to the impacts of technology, urbanisation and social change. This book brings together renowned authors, with research and professional experience in a range of disciplines, to provide a comprehensive guide to developing positive and engaging outdoor learning environments in the early years. Part 1 looks at pedagogy and outdoor environments, and considers the value of risk-taking and developing a young child's appreciation of the natural world. Part 2 examines the key principles involved in the design and planning of these spaces, such as applying the relevant equipment standards and regulations. Part 3 explores how educators can develop an understanding of children's own perspectives on outdoor spaces, including promoting agency and recognising the importance of private playspaces. Part 4 examines different cultural perspectives on outdoor play, including Indigenous approaches, while Part 5 considers the range of experiences possible beyond purposefully-designed spaces, from visiting nature reserves to exploring urban environments. 'A much needed and comprehensive resource for pre-service teachers and educators of young children that encompasses philosophies, theories, pedagogy and practice for purposeful engagement of children in all kinds of outdoor spaces in Australia.' - Dr Kumara Ward, Director of Academic Program: Early Childhood Education, Western Sydney University 'This seminal work will provide a shared language and framework for educators, policy developers, community builders and researchers in exploring the justifications for engaging children in well considered outdoor learning places and spaces.' - Leanne Grogan, School of Education, Outdoor and Environmental Studies, La Trobe University.
Play. During mental problem solving, we ask and experiment with “What if?” statements. Problem solving is something humans do naturally, so it makes good sense that we create games that allow us to solve a wide variety of engaging ...
Author: Mark Schlichting
Publisher: CRC Press
This book is a way of sharing insights empirically gathered, over decades of interactive media development, by the author and other children’s designers. Included is as much emerging theory as possible in order to provide background for practical and technical aspects of design while still keeping the information accessible. The author's intent for this book is not to create an academic treatise but to furnish an insightful and practical manual for the next generation of children’s interactive media and game designers. Key Features Provides practical detailing of how children's developmental needs and capabilities translate to specific design elements of a piece of media Serves as an invaluable reference for anyone who is designing interactive games for children (or adults) Detailed discussions of how children learn and how they play Provides lots of examples and design tips on how to design content that will be appealing and effective for various age ranges Accessible approach, based on years of successful creative business experience, covers basics across the gamut from developmental needs and learning theories to formats, colors, and sounds