Revisiting Play in Early Childhood Settings

By Elizabeth Dau, Dip. Teach., B.Ed.

Using both personal accounts and informed, theoretical discourse, Child's Play covers the nature and purpose of play, the types and stages of play, appropriate materials and resources, gender boundaries, cultural variance, differing abilities of young children, and the role of the adult. The discussion questions in each chapter are designed to prompt early childhood students and child care practitioners alike to analyze their own perceptions and attitudes, and ultimately guide them in developing programs that recognize play as a powerful learning experience.

(A copublication with MacLennan & Petty Pty. Ltd., Australia.)

Foreword
About the Editors
About the Contributors
Acknowledgments
Preface

1. Play, Development and Learning
   
   

   Introduction

   1. The role of play in development and learning
      Anne Glover
      
      
      Introduction
      Play from a constructivist perspective
      Implications for development and learning
      Conclusion
      For further thought and discussion

      
      

   2. Stop, look and listen: adopting an investigative stance when children play
      Elspeth Harley
      
      
      Introduction
      Play: a personal anecdote
      The developmental paradigm of play
      The role of the early childhood educator
      Conclusion
      For further thought and discussion

      
      

   3. Thinking about play, playing about thinking
      Sue Dockett
      
      
      Introduction
      Defining play
      Observing and interpreting play
      Play as a cognitive and social experience
      Alternative views of play
      Playing with thinking
      Conclusion
      For further thought and discussion

      
      

2. Play and Diversity
   

   Introduction

   4. Developmentally appropriate play and turtle hunting
      Lyn Fasoli
      
      
      Introduction
      The first locations: the original agenda
      A new location: the script changes
      Conclusion
      For further thought and discussion

      
      

   5. Aboriginal children and play
      Veronica Johns
      
      
      Introduction
      Planning for play
      Characteristics of Aboriginal children's play
      Conclusion
      For further thought and discussion

      
      

   6. Universal fantasy: the domination of Western theories of play
      Marilyn Fleer
      
      
      Introduction
      The play activities of children
      Paradigm shifts in the conceptualisation of play
      The learning of play
      Characteristics of Western and non-Western play activities
      The implications for educators
      Conclusion
      For further thought and discussion

      
      

   7. Even pink tents have glass ceilings: crossing the gender boundaries in pretend play
      Glenda MacNaughton
      
      
      Introduction
      Pretend play and power
      Playing across the gender boundaries
      Minimising the risks of crossing the gender boundaries
      The value of pretend play
      Conclusion
      For further thought and discussion

      
      

   8. Play and the gifted child
      Cathie Harrison and Kim Tegel
      
      
      Introduction
      Characteristics of the gifted child
      Play patterns of the gifted child
      Play: a context for learning
      The role of the supportive adult
      Conclusion
      For further thought and discussion

      
      

   9. The place of play for young children with disabilities in mainstream education
      Barbara Creaser
      
      
      Introduction
      School One: an example of a school for children with severe disabilities
      School Two: an example of a school with a 50 percent disability rate
      Discussion
      Conclusion
      For further thought and discussion

      
      

3. The Play Environment, Resources and the Adult's Role
   

   Introduction

   10. A walk around Lucy's garden: a playground designed to foster children's play and enhance learning
       Pauline Berry
       
       
       Introduction
       Redeveloping a playground
       Features of the new design
       Conclusion
       For further thought and discussion

       
       

   11. Play, a way of being for babies and toddlers
       Anne Stonehouse
       
       
       Introduction
       The essence of play for babies and toddlers
       How play fits into a group program for babies and toddlers
       The basis of the program for babies and toddlers
       Differences in play for babies and toddlers
       The role of parents in contributing to play in day care
       Planning for children's play
       Important ingredients for the 'backdrop' to play
       Multiculturalism and anti-bias in play for under three-year-olds
       Conclusion
       For further thought and discussion

       
       

   12. Persona dolls: the effects on attitudes and play
       Kerry Bosisto and Anne Howard
       
       
       Main Editor's interview with Kerry and Anne
       Introduction
       How we started
       Data collection
       Interviews with parents
       Staff involvement
       Parent involvement
       Structure of sessions
       Findings
       Conclusion
       For further thought and discussion

       
       

   13. 'I can be playful too': the adult's role in children's socio-dramatic play
       Elizabeth Dau
       
       
       Introduction
       Observing children's socio-dramatic play
       Planning for socio-dramatic play
       The value of real-life experiences
       Making time for socio-dramatic play
       Necessary materials and resources
       Conclusion
       For further thought and discussion

       
       

   Appendix: Exploring the correlation between Child's Play and the National Child Care Competency Standards
   
   Index