Play at the Center of the Curriculum

by Van Hoorn, Judith; Nourot, Patricia Monighan; Scales, Barbara; Alward, Keith Rodriquez

• ISBN13: 9780130474742
• ISBN10: 0130474746
• Edition: 3rd
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Prentice Hall

Summary

This is the third edition of the book that takes to heart the adage: Play is children's work. Believing that play is a primary factor in the development of intelligence, personality, competencies, self-awareness, and social awareness, the authors demonstrate how to draw from spontaneous play both the methods and the content of a successful curriculum for children from birth to age eight. The book introduces the theories of Piaget, Vygotsky, Erikson, Mead, and many contemporary researchers; explores the traditional curriculum arenas of early childhood education; and includes discussion of the role of work, adult models, and authority in children's play. For teachers specializing in Early Childhood Education, pre-school teachers, day-care personnel, parents, and anyone with an interest and involvement in the education, development, and care of young children.

Table of Contents

Looking at Play Through Teachers' Eyes	1	(20)
Play at the Center of a Developmentally Based Curriculum	3	(7)
Play as a Fundamental Human Activity	4	(1)
The Power of Play in Development	4	(1)
Grounding Practice in Theory, Research, and the Wisdom of Practitioners	4	(3)
Play at the Center of a Balanced Curriculum	7	(2)
The Play Continuum	9	(1)
How Teachers of Young Children View Play	10	(5)
Play Through the Eyes of Brandon's Teacher	10	(5)
Play: The Core of Developmentally Based Practice	15	(2)
The Critical Role of the Teacher in the Emergent Curriculum	15	(2)
Summary and Conclusion	17	(4)
The Development of Play	21	(22)
A Constructivist View of Play and Learning	23	(1)
Piaget: Development and Play	24	(5)
Three Types of Knowledge	25	(2)
Piaget: The Development of Play	27	(2)
Vygotsky: Development and Play	29	(2)
Vygotksy's Levels of Symbolic Play	31	(1)
Mead: Play and the Developing Sense of Self	31	(3)
The Play Stage	32	(1)
The Game Stage	33	(1)
The Generalized Other Stage	33	(1)
Concepts of Self and Other	34	(1)
Erikson: Play and Mastery of the Inner World of Childhood	35	(1)
Initiative and Guilt	35	(1)
Industry and Inferiority: Play and Work in Middle Childhood	36	(1)
Research Perspectives on the Development of Play	36	(4)
Parten's Research on Play and Social Participation	37	(2)
Research on Play and the Peer Culture	39	(1)
Summary and Conclusion	40	(3)
Play as the Cornerstone of Development	43	(22)
Play as the Cornerstone of Intellectual Development	44	(12)
Play and the Development of Symbolic Thought	45	(5)
Play and the Development of Language and Literacy	50	(2)
Play and Logical-Mathematical Thinking	52	(2)
Play and Problem Solving	54	(2)
Play as the Cornerstone of Imagination and Creativity	56	(2)
Three Aspects of Imagination and Fantasy	56	(2)
Play as the Cornerstone of Social-Moral Development	58	(4)
Play and the Culture of School	60	(2)
Summary and Conclusion	62	(3)
Orchestrating Children's Play: Setting the Stage	65	(24)
Principles Guiding Orchestration	67	(2)
Taking the Child's View	67	(1)
Teacher as Keen Observer	68	(1)
Seeing Meaning as It Is Constructed	68	(1)
Teacher as Stage Manager	68	(1)
A Continuum of Strategies	69	(16)
Setting the Stage for Play	70	(1)
Preparing the Physical Space for Play	70	(10)
Planning the Daily Schedule	80	(1)
Extensions for Play	81	(4)
Play and the School: Helping Parents and Educators Value Play in the Lives of Children	85	(2)
Summary and Conclusion	87	(2)
Orchestrating Play: Interactions with Children	89	(24)
Play and Scaffolding	92	(1)
Guided Play	93	(8)
The Artist Apprentice	95	(1)
The Peacemaker	95	(1)
Guardian of the Gate	96	(1)
Parallel Player	97	(1)
Spectator	98	(1)
Participant	99	(1)
Matchmaker	100	(1)
Storyplayer	100	(1)
Play Tutor	100	(1)
Choosing a Strategy	101	(9)
Considering Children with Special Needs	102	(1)
Timing Is Everything: Entering and Exiting Children's Play	103	(1)
Responding to Violent Play	104	(2)
Guiding Children's Violent Play	106	(2)
Building a Peaceful Classroom	108	(2)
Summary and Conclusion	110	(3)
The Arts in the Play-Centered Curriculum	113	(30)
Planning for the Arts in the Play-Based Curriculum	115	(12)
Entering the Child's World of Spontaneous Play	115	(1)
Incorporating Artwork	116	(2)
The Arts: Mirror of Development and Guide for Curriculum Design	118	(1)
Heidi's Horses: Documents of Change and Growth	118	(1)
Staff and Environmental Support for Play in the Arts	119	(1)
Time, Space, Materials, and Teacher Know-How	119	(8)
Monitoring the Quality and Challenge of Play in the Arts	127	(9)
Guided and Directed Play in the Arts	128	(6)
Children's Play Interests Supported in a Responsive Curriculum	134	(1)
Integration of Children's Experiences and Feelings Through Play in the Arts	135	(1)
A Balanced Arts Curriculum	136	(1)
When Teachers Talk	136	(4)
Summary and Conclusion	140	(3)
Science in the Play-Centered Curriculum	143	(24)
Scientists Tour the Kindergarten	146	(2)
Outdoor Area	146	(1)
The Block Area	147	(1)
Art Area	147	(1)
Science in the Early Childhood Integrated Curriculum	148	(8)
The Goal of Early Childhood Science Education	148	(3)
The Nature of Science	151	(2)
The Nature of the Child	153	(3)
Extending the Science Curriculum	156	(6)
Developing an Environment for Exploration of the Physical World Through Spontaneous Play	157	(1)
Encouraging Further Exploration of the Environment	158	(1)
Interacting with Children in Their Play	158	(1)
Extensions for Play	159	(1)
Play-Generated Curriculum	159	(1)
Curriculum-Generated Play	160	(1)
Recasting the Curriculum in Play	161	(1)
When Teachers Talk	162	(2)
Summary and Conclusion	164	(3)
Mathematics in the Play-Centered Curriculum	167	(26)
Mathematics Education and Young Children	168	(9)
The Nature of Mathematics	170	(1)
The Development of Operational Knowledge	171	(2)
Assessing Children's Development of Mathematical Thinking	173	(2)
Mathematics Education Based on the Nature of Mathematics, Children's Development, and Children's Interests	175	(1)
The Other Cornerstone	176	(1)
Children's Interests	177	(1)
Some Basic Mathematical Concepts and Examples of How They Are Supported in Children's Spontaneous Play	177	(7)
Spatial Relationships	177	(2)
Relationships Involving Quantity	179	(4)
Mathematics and Problem Solving	183	(1)
Orchestrating Play in Mathematics	184	(4)
Setting the Stage	184	(1)
Accessorizing: Transforming the Environment to Extend and Enrich Play	185	(1)
Play-Generated Curricula	185	(1)
Curriculum-Generated Play	186	(2)
When Teachers Talk	188	(2)
Mathematics, Equity, and the Play Continuum	189	(1)
Summary and Conclusion	190	(3)
Language, Literacy, and Play	193	(30)
Play and Literate Behavior: A Natural Partnership	195	(3)
Communication as a Prerequisite for Play with Others	196	(2)
Play as a Form of Communication	198	(1)
Fostering Literate Behaviors	198	(8)
The Value of the Play-Based Curriculum	198	(1)
Early Story Constructions	199	(1)
How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages	200	(3)
Masha's Story	203	(3)
Honoring the Importance of Literate Behaviors	206	(1)
Writing and Graphics	206	(1)
Language and Literacy Learning in an Early Elementary Classroom: The Motivating Power of Play	207	(3)
How the Multimedia Extends Meanings of Literacy	210	(1)
Dynamic Approaches to Promoting Literate Behavior Through Play	210	(7)
Using Drama Techniques to Enhance Socio-Dramatic Play	210	(3)
Story Dictation and Story Playing	213	(4)
Balanced Opportunities for Spontaneous and Guided Play Support Literacy	217	(1)
When Teachers Talk	218	(1)
Summary and Conclusion	219	(4)
Play and Socialization	223	(28)
Saying Good-Bye to Parents	224	(4)
``Little Dragon''	225	(3)
Diversity Creates Challenges for Teachers	228	(3)
Matthew	228	(1)
``Quicksand''	229	(2)
Traditional Research and Practice	231	(1)
Current Practice Illuminated by Research	232	(5)
Differences in Boys' and Girls' Play and Socialization	233	(1)
``Tough Guys''	233	(2)
Children's Negotiations Create a Dynamic Context for Play	235	(1)
Newspapers	236	(1)
Play Provides a Bridge Between Theory and Practice	237	(3)
The Interpretive Approach	238	(1)
Teachers Take a Research Stance	239	(1)
Studying the Context of Children's Social Interactions	240	(8)
Creating Play Fantasies	240	(1)
Play Settings That Constrain Peer Talk and Interaction	241	(1)
Solitary and Parallel Play Re-examined	242	(1)
Initiating and Sustaining Play Interactions	243	(1)
Spatial Arrangement Supports Interactive Play	243	(1)
Children Grant Warrants for Play	244	(1)
``Quicksand'' Revisited	245	(3)
When Teachers Talk	248	(1)
Summary and Conclusion	248	(3)
Play, Toys, and Technology	251	(26)
Types of Toys	253	(2)
Toys and Development	255	(2)
Toys That Limit Development	256	(1)
Games with Rules	257	(2)
Planning for Development in Game Play	257	(1)
Selecting Appropriate Games for Young Children	258	(1)
Toys and the Marketplace	259	(2)
Toy Safety	259	(2)
Media-Based Play	261	(1)
Television and Children's Play	261	(1)
Computer Play and Young Children	262	(8)
Tool Software	264	(1)
Guiding Play with Computers as Tools	265	(1)
Computer Simulations, Games, and Books	266	(1)
Integrating Technology	267	(1)
Choosing Computer Software	268	(2)
Structuring the Physical Space	270	(1)
When Teachers Talk	270	(4)
Race, Ethnicity, Toys, and the Media	272	(1)
Gender, Toys, and the Media	272	(1)
Developing Gender Identity	273	(1)
Summary and Conclusion	274	(3)
Play as a Tool for Assessment	277	(28)
Assessing Development Through Play at the Bank	278	(1)
Assessing Age-Appropriate Development	279	(4)
Assessing Individual Development	283	(3)
Intelligence Is Multifaceted	283	(3)
Play Informs Assessment Strategies	286	(1)
Ascertaining the Child's Viewpoint	287	(2)
Principles for Framing Play Questions	287	(1)
Challenge Children's Thinking in Play	288	(1)
Strategies for Collecting and Organizing Information	289	(7)
Portfolios	289	(2)
Videotape	291	(1)
Checklists	292	(3)
Assessing Play as Play	295	(1)
Defining the Purposes of Assessment	296	(3)
Play and Assessments of Children with Special Needs	298	(1)
Communicating with Parents About Play and Assessment	299	(2)
When Teachers Talk	301	(1)
Summary and Conclusion	302	(3)
Conclusion: Integrating Play, Development, and Practice	305	(26)
Constructivism and Development	307	(3)
What Is Developed?	307	(1)
Means-Ends Coordinations and Development	308	(2)
Constructivism and Social-Cultural Theories of Play	310	(2)
Jean Piaget (1896--1980)	310	(1)
Lev Vygotsky (1896--1934)	311	(1)
Connecting Piaget's and Vygotsky's Theories	312	(1)
A Closer Look at Piaget and Constructivist Theory	312	(5)
Schemes: Assimilation, Accommodation, and Play	312	(1)
How Do We Know Intelligence Is Constructed and Lawful?	313	(1)
Stages of Development and Play	314	(2)
The Construction of Reality	316	(1)
Social Experience and the Construction of Rationality	317	(2)
Play and Development	319	(5)
Play and the Development of Intelligence	319	(1)
Play and the Development of Personality	320	(2)
Play and the Development of Competencies	322	(1)
Play and the Development of Social Consciousness	323	(1)
The Play-Based Curriculum in the Postmodern World	324	(1)
The Meaning of Play in Childhood and Society	324	(5)
The Adult World as a Condition in the Child's Life	324	(2)
Play and the Work of Society	326	(1)
Adult Models as Content for Development	327	(1)
Autonomy as the Context for Development	328	(1)
Summary and Conclusion	329	(2)
References	331	(24)
Index	355