Play at the center of the curriculum
By: Judith Van Hoorn, University of the Pacific ; Patricia Monighan Nourot, Late of Sonoma State University ; Barbara Scales, University of California, Berkeley ; Keith Rodriguez Alward
Contributors: Monighan-Nourot, Patricia, 1947-; Scales, Barbara, 1930-; Alward, Keith Rodriguez
Edition: Sixth edition.
Publisher: Pearson
Published: 2015
Language: eng
Number of pages: 464
ISBN-13: 9780133461756; 9780133461787; 9780133461794
Subjects: Child development; Curricula; Play; Early childhood education
Notes: Includes bibliographical references (pages 437-454) and indexes.

Internet Archive - 2

Internet Archive 2
Table of contents: title: 1. Looking at play through teachers' eyes; title: 2. Play and development : theory; title: 3. Play as the cornerstone of development : the literature; title: 4. Orchestrating children's play : setting the stage; title: 5. Orchestrating play : interactions with children; title: 6. Play as a tool for assessment; title: 7. Mathematics in the play-centered curriculum / co-authored with Sandra Waite-Stupiansky; title: 8. Language, literacy, and play; title: 9. Science in the play-centered curriculum; title: 10. The arts in the play-centered curriculum; title: 11. Play and socialization; title: 12. Outdoor play / authored by Jane P. Perry; title: 13. Toys and technology as tools for play; title: Conclusion: Integrating play, development, and practice.; title: Machine generated contents note: 1. Looking at Play Through Teachers' Eyes; title: Play at the Center of a Developmentally Based Curriculum; title: The Power of Play in Development; title: Play as a Fundamental Human Activity; title: Grounding Practice in Theory, Research, and the Wisdom of Practitioners; title: Play at the Center of the Early Childhood Curriculum: A Model for Practice; title: The Play Continuum; title: How Teachers of Young Children View Play; title: Play Through the Eyes of Brandon's Teacher; title: Randi: Meeting the Needs of Individual Children in Preschool; title: Pat: From Worksheeets and Desks to Blocks and Bubbles in Kindergarten; title: Kristin: Letting Children Develop at Their Own Pace in First Grade; title: Play and Developmentally Appropriate Practice; title: Addressing Standards in the Play-Centered Curriculum; title: Principles for Developing Appropriate Standards for Young Children; title: The Development and Implementation of Standards: Challenges and Possibilities; title: The Critical Role of the Teacher.; title: Machine generated contents note continued: Advocating for Play; title: The Advocacy Continuum; title: Becoming an Informed Advocate for Play; title: Resources for Informed Play Advocates: Getting Started; title: Expanding the Toolkit for Play Advocacy; title: Summary; title: Applying Your Knowledge; title: 2. Play and Development: Theory; title: A Constructivist View of Play and Development; title: Piaget's Developmental Theory and Play; title: Three Types of Knowledge; title: Piaget: The Development of Play; title: Games with Rules; title: Vygotsky: Development and Play; title: The Zone of Proximal Development; title: Interpersonal to Intrapersonal Processes in Learning; title: Acquiring Mental Tools; title: Understanding Rules; title: Vygotsky's Levels of Symbolic Play; title: Mead: Play and the Developing Sense of Self; title: The Play Stage; title: The Game Stage; title: The Generalized Other Stage; title: Erikson: Play and Mastery in the Inner World of Childhood; title: Infancy: Trust and Mistrust; title: Toddlerhood: Autonomy, Shame, and Doubt; title: Early Childhood and the Play Stage: Initiative and Guilt.; title: Machine generated contents note continued: Industry and Inferiority: Play and Work in Middle Childhood; title: Summary; title: Applying Your Knowledge; title: 3. Play as the Cornerstone of Development: The Literature; title: Play and Intellectual Development; title: Play and the Development of Symbolic Thought; title: Play and the Development of Language and Literacy; title: Play and Logical-Mathematical Thinking; title: Play and Problem Solving; title: Play and Children with Special Needs; title: Play, Imagination, and Creativity; title: Three Aspects of Imagination and Fantasy; title: Play and Social-Moral Development; title: Parten's Research on Play and Social Participation; title: Play and Emotional Development; title: Play and the Harsh Realities of Some Children's Lives; title: Summary; title: Applying Your Knowledge; title: 4. Orchestrating Children's Play: Setting the Stage; title: Principles Guiding Play Orchestration; title: Taking the Child's View; title: Teacher as Keen Observer; title: Seeing Meaning as It Is Constructed; title: Teacher as Stage Manager.; title: Machine generated contents note continued: A Continuum of Play Orchestration Strategies; title: Setting the Stage for Play; title: Preparing the Physical Space for Play; title: Play Safety; title: Planning the Daily Schedule; title: Extensions for Play in the Curriculum; title: Play-Generated Curriculum; title: Curriculum-Generated Play; title: Summary; title: Applying Your Knowledge; title: 5. Orchestrating Play: Interactions with Children; title: Play and Scaffolding; title: Spontaneous, Guided, and Directed Play; title: The Artist Apprentice; title: The Peacemaker; title: Guardian of the Gate; title: Parallel Player; title: Spectator; title: Participant; title: Matchmaker; title: Story Player; title: Play Tutor; title: Choosing a Strategy; title: Challenges in Play for Children with Special Needs; title: Challenges in Play for Children Who Are Dual Language Learners; title: Timing Is Everything: Entering and Exiting Children's Play; title: Play and the Culture of School; title: Responding to Violent Play; title: Ascertaining Children's Purposes in Play; title: Diffusing Violence in Play; title: Addressing Exclusion; title: -Supporting Inclusion.; title: Machine generated contents note continued: Building a Peaceful Classroom; title: Summary; title: Applying Your Knowledge; title: 6. Play as a Tool for Assessment; title: Features of Assessment of Children's Play; title: Using Assessments of Children's Play as an Integrated Approach to Assessment; title: Examining the Purposes of Assessment; title: Play and Assessments of Children from Diverse Cultures and Backgrounds; title: Play and Assessments of Children with Special Needs; title: Assessing Age Appropriate and Individually Appropriate Development; title: Assessing Development of Concepts and Skills; title: Assessing Individual Development; title: Intelligence Is Multifaceted; title: How Play Informs Assessments; title: Principles for Implementing Play-Centered Assessments; title: Ascertaining the Child's Viewpoint; title: Attending Carefully to the Child's Behaviors and Verbalizations; title: Reflecting on Whether a Question Will Empower the Child or Foster Dependence on Adult Judgments; title: Strategies for Collecting and Organizing Information; title: Observational Records.; title: Machine generated contents note continued: Checklists; title: Portfolios; title: Documentation Panels and Assessments; title: Videos; title: Interviews of Children About Their Play; title: Additional Models and Instruments for Assessing Play; title: Using Play-Centered Assessments to Advocate for the Play-Centered Curriculum; title: Summary; title: Applying Your Knowledge; title: 7. Mathematics in the Play-Centered Curriculum; title: Co-authored with Sandra Waite-Stupiansky, Edinboro University of Pennsylvania The Nature of Mathematics; title: The Goals and Foundations of Early Childhood Mathematics Education; title: The Foundations of Early Childhood Education Programs; title: The Development of Mathematical Understandings; title: Play Supports the Development of Mathematical Concepts; title: Play and the Development of Mathematical Processes; title: The Play-Centered Curriculum Promotes the Development of Mathematical Thinking for All Children; title: Orchestrating Play to Promote All Children's Understanding of Mathematics.; title: Machine generated contents note continued: Supporting Children from All Cultures and Children Who Are Dual Language Learners; title: Supporting Children with Special Needs; title: The Assessment of Children's Mathematical Understandings; title: Standards, Expectations, and Professional Expertise; title: Contexts for Mathematics in the Play-Centered Curriculum; title: Play: The First Context for Promoting Children's Understandings of Mathematics; title: Daily Life Situations: The Second Context for Promoting Children's Understandings of Mathematics; title: Teacher-Planned Activities: The Third Context for Promoting Children's Understandings of Mathematics; title: Play-Generated Curriculum and Curriculum-Generated Play: Integrating Contexts for Learning Mathematics; title: Summary; title: Applying Your Knowledge; title: 8. Language, Literacy, and Play; title: Literacy Begins; title: Play, Language, and Literate Behavior: A Natural Partnership; title: Communication as a Prerequisite for Play with Others; title: Play as a Form of Communication.; title: Machine generated contents note continued: Fostering Literate Behaviors; title: The Value of the Play-Based Curriculum; title: Early Story Constructions; title: How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages; title: Dual Language Learners: Masha's Story; title: Honoring the Importance of Literate Behaviors; title: Emergent Literacy; title: Writing, Graphics, and Narrative Construction; title: Awareness of Sounds and Patterns of Language; title: Language and Literacy Learning in the Primary Grades: The Motivating Power of Play; title: Multimedia Extend Meanings of Literacy; title: Dynamic Approaches to Promoting Literacy Through Play; title: Using Drama Techniques to Enhance Sociodramatic Play; title: Story Dictation and Story Playing; title: Balanced Opportunities for Varied Kinds of Play Support Competencies in Language and Literacy; title: Time for Language and Literacy in Play; title: Space for Language and Literacy Learning; title: Materials for Language, Literacy, and Reading and Writing in Play; title: Guidance for Literacy in Play.; title: Machine generated contents note continued: Standards for Literacy: Calls for Accountability; title: Summary; title: Applying Your Knowledge; title: 9. Science in the Play-Centered Curriculum; title: Play Supports the Development of Scientific Understandings; title: Science and Spontaneous Play: Scientists Tour a Kindergarten Class; title: The Goals of a Balanced Early Childhood Science Curriculum; title: Scientific Literacy for All Children; title: The Nature of Science; title: Scientific and Engineering Practices; title: Scientific Concepts; title: Scientific Content; title: Science, Play, arid Children's Development; title: Science Learning and Social Contexts; title: Nature and the Environment: Developing a Sense of Place; title: Helping Urban Children Develop a Sense of Place; title: Promoting Equity and Excellence for All; title: Building on the Strengths and Needs of Children Who Are Dual Language Learners; title: Developing Inclusive Science Curriculum for Children with Special Needs; title: Play-Generated Science Curriculum and Science Curriculum-Generated Play: Making Connections.; title: Machine generated contents note continued: Play-Generated Science Curriculum; title: Science Curriculum-Generated Play; title: Addressing the Science Framework and Standards in the Play-Centered Curriculum; title: Developing Confidence in Teaching Science; title: Summary; title: Applying Your Knowledge; title: 10. The Arts in the Play-Centered Curriculum; title: A Guide for Curriculum Design; title: Entering the Child's World of Spontaneous Play; title: Incorporating Artwork; title: Monitoring the Quality and Challenge of Play: Tactile and Sensory Arts; title: The Arts Enhance Knowledge in All Curriculum Domains; title: Supporting Art and Play: Time, Space, Materials, and Teacher Know-How; title: Presentation of Art Making and Constructive Play Materials; title: Content; title: Cultural Enrichment in the Arts; title: Music and Movement in the Play-Centered Curriculum; title: Diverse Musical Traditions Enrich the Classroom Culture; title: Integration of Children's Experiences and Feelings Through Play in the Arts; title: A Balanced Arts Curriculum.; title: Machine generated contents note continued: Knowledge of the Patterns of Development in Children's Art Making; title: Documenting Change and Growth: Heidi's Horses; title: Important Considerations; title: Children with Special Needs: Guiding for Mastery and Competence; title: Children's Play Interests Reflected in a Play-Centered Curriculum; title: Guided and Directed Play in the Arts; title: Summary; title: Applying Your Knowledge; title: Table of Basic Art Activities for Early Learners; title: 11. Play and Socialization; title: Saying Goodbye to Parents; title: From Separation to Integration: John's Fire Hydrants; title: Diversity Creates Social Enrichment for Today's Classrooms; title: Diversity Can Create Challenges for Teachers; title: Inclusion of Children with Special Needs; title: Traditional Research and Practice; title: Current Practice Illuminated by Research; title: Differences in Boys' and Girls' Play and Socialization; title: Children's Negotiations Create a Dynamic Context for Play; title: Newspapers; title: Play Provides a Bridge Between Theory and Practice.; title: Machine generated contents note continued: The Interpretive Approach; title: Teachers Take a Research Stance: Views from the Inside; title: Children's Interactive Strategies; title: Studying the Social Ecology of a Preschool Classroom; title: Taking an Interpretive Approach to the Social Ecology of the Classroom; title: Contrasts in Social Ecologies; title: Kitchen Play Reexamined; title: Teacher Support for Play Interactions; title: Children Grant Warrants for Play; title: Supporting Interactive Play at the Environmental Level; title: Precursors to Formal Social Studies Standards in Early Childhood Programs; title: Social Science for Young Children; title: Summary; title: Applying Your Knowledge; title: 12. Outdoor Play / Jane P. Perry; title: The Importance of Outdoor Play; title: The Importance of Outdoor Physically Active Play; title: The Importance of Outdoor Nature Play; title: The Importance of Child-Initiated Play and Inquiry; title: How the Outdoor Classroom Is Different from the Inside Classroom; title: Teaching Goals and Guidelines for the Outdoor Classroom.; title: Machine generated contents note continued: Best Practices in Planning for Outdoor Play; title: Serving Children from Diverse Backgrounds; title: Sites with Outdoor Challenges; title: The Adult's Feelings About Being Outdoors; title: Observing and Interpreting Outdoor Play; title: Understanding Children's Outdoor Peer Play; title: The Phases of Peer Play; title: Supporting Big Body Rough and Tumble Outdoor Play; title: Serving Students with Special Needs; title: Teacher Decision Making During Outdoor Play; title: Teaching Styles That Support Outdoor Play; title: Indirect Coordination; title: Direct Involvement; title: Fostering Inquiry in the Outdoor Classroom; title: Assessing Children's Play in the Outdoor Classroom; title: Evaluating Outdoor Play Environments; title: Advocacy in Action: Outdoor Play for All Children; title: Summary; title: Applying Your Knowledge; title: 13. Toys and Technology as Tools for Play; title: Principles for Considering Toys and Media Technology as Tools for Play; title: Types of Toys; title: Toy Use and Children's Development; title: Games with Rules.; title: Machine generated contents note continued: Children Under Siege: Toys and the Marketplace; title: Toys That Limit Development; title: Toys That Undermine Gender Equity; title: Media Technology in the Lives of Children; title: A Look at Research on Children's Use of Media Technology; title: Guidance From Professional Education and Public Health Associations; title: Recommendations for the Use of Media Technology in a Play-Centered Curriculum; title: Teachers Talk About Using Media Technology in a Play-Centered Curriculum; title: Media Technology: Supporting Children with Special Needs; title: Media Technology: Benefits and Challenges in Promoting Equity; title: Media-Technology: Play-Generated Curriculum and Curriculum-Generated Play; title: Examples of Adult Use of Media Technology in Programs for Children 2-5 Years of Age; title: Examples of Children's Use of Media Technology in Kindergarten and the Primary Grades; title: Media Technology, Standards, and Play; title: Summary; title: Applying Your Knowledge; title: 14. Conclusion: Integrating Play, Development, and Practice.; title: Machine generated contents note continued: Constructivism and Development; title: What Is Developed?; title: Means-Ends Coordinations and Development; title: Constructivism and Social; title: Cultural Theories of Development; title: Jean Piaget (1896; title: 1980); title: Lev Vygotsky (1896; title: 1934); title: Connecting Piaget's and Vygotsky's Theories; title: A Closer Look at Piaget and Constructivist Theory; title: Schemes: Assimilation, Accommodation, and Play; title: Stages of Development and Play; title: The Construction of Reality; title: Social Experience and the Construction of Reality; title: Play and Development; title: Play and the Development of Intelligence; title: Play and the Development of Personality; title: Play and the Development of Competencies; title: Play and the Development of the Social Self; title: The Meaning of Play in Childhood and Society; title: Play and the Work of Society; title: Autonomy as the Context for Development; title: Development, Developmentally Appropriate Practices, and Play; title: Expectations for Ourselves and Our Children: Standards.; title: Machine generated contents note continued: Early Childhood Professionals as Advocates for Play; title: Resources for Action; title: Sharing Our Advocacy Stories; title: Advocating for Play Through Play; title: Summary; title: Applying Your Knowledge.