Play at the Center of the Curriculum

by Van Hoorn, Judith; Nourot, Patricia M.; Scales, Barbara; Alward, Keith R.

• ISBN13: 9780131720824
• ISBN10: 0131720821
• Edition: 4th
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Pearson College Div

Summary

This book discusses the value of play in diverse early childhood classrooms and how curriculum can support play. Key changes to this edition include the integration of standards and examples of how encouraging certain types of play can meet standards, expanded coverage of cultural diversity and supporting play in children with special needs, and expanded coverage of integrating the content areas. More than any other books on play, this book focuses on how content areas can be taught and standards met through play.

Table of Contents

Looking at Play Through Teachers' Eyes	1	(25)
Play at the Center of a Developmentally Based Curriculum	3	(8)
Play as a Fundamental Human Activity	4	(1)
The Power of Play in Development	5	(1)
Grounding Practice in Theory, Research, and the Wisdom of Practitioners	5	(3)
Play at the Center of a Balanced Curriculum	8	(2)
The Play Continuum	10	(1)
How Teachers of Young Children View Play	11	(5)
Play: The Core of Developmentally Appropriate Practice	16	(1)
Addressing Standards in the Play-Centered Curriculum	17	(3)
The Purpose of Standards	17	(1)
Guidelines for Developing Appropriate Standards for Young Children	18	(1)
The Challenges of Standards	19	(1)
The Critical Role of the Teacher in the Curriculum	20	(1)
Summary and Conclusion	21	(3)
Suggested Resources	24	(2)
The Development of Play	26	(23)
A Constructivist View of Play and Learning	28	(1)
Piaget's Developmental Theory and Play	29	(6)
Three Types of Knowledge	31	(2)
Piaget: The Development of Play	33	(2)
Vygotsky: Development and Play	35	(3)
The Zone of Proximal Development	36	(1)
Interpersonal to Intrapersonal Processes in Learning	37	(1)
Understanding of Rules	37	(1)
Vygotsky's Levels of Symbolic Play	38	(1)
Mead: Play and the Developing Sense of Self	38	(2)
The Play Stage	38	(2)
The Game Stage	40	(1)
The Generalized Other Stage	40	(1)
Concepts of Self and Other in ``Theory of Mind''	40	(1)
Erikson: Play and Mastery in the Inner World of Childhood	41	(3)
Infancy: Trust and Mistrust	42	(1)
Toddlerhood: Autonomy, Shame, and Doubt	42	(1)
Early Childhood: Initiative and Guilt	42	(2)
Industry and Inferiority: Play and Work in Middle Childhood	44	(1)
Research Perspectives on the Development of Play	44	(2)
Parten's Research on Play and Social Participation	44	(2)
Summary and Conclusion	46	(1)
Suggested Resources	47	(2)
Play as the Cornerstone of Development	49	(28)
Play as the Cornerstone of Intellectual Development	51	(15)
Play and the Development of Symbolic Thought	51	(6)
Play and the Development of Language and Literacy	57	(3)
Play and Logical-Mathematical Thinking	60	(3)
Play and Problem Solving	63	(1)
Play-Centered Curriculum Supports Children with Special Needs	64	(2)
Play as the Cornerstone of Imagination and Creativity	66	(4)
Three Aspects of Imagination and Fantasy	67	(3)
Play as the Cornerstone of Emotional Development	70	(3)
Play and the Harsh Realities of Some Children's Lives	72	(1)
Play as the Cornerstone of Social-Moral Development	73	(2)
Play and Peers	74	(1)
Summary and Conclusion	75	(1)
Suggested Resources	75	(2)
Orchestrating Children's Play: Setting the Stage	77	(33)
Principles Guiding Play Orchestration	79	(2)
Taking the Child's View	79	(1)
Teacher as Keen Observer	80	(1)
Seeing Meaning as It Is Constructed	80	(1)
Teacher as Stage Manager	81	(1)
A Continuum of Play Orchestration Strategies	81	(1)
Setting the Stage for Play	81	(18)
Preparing the Physical Space for Play	82	(14)
Play Safety	96	(1)
Planning the Daily Schedule	97	(2)
Extensions for Play	99	(7)
Play-Generated Curriculum	99	(1)
Curriculum-Generated Play	99	(7)
When Teachers Talk: Helping Parents and Educators Value Play	106	(1)
Summary and Conclusion	107	(1)
Suggested Resources	107	(3)
Orchestrating Play: Interactions with Children	110	(29)
Play and Scaffolding	112	(1)
Spontaneous, Guided, and Directed Play	113	(12)
The Artist Apprentice	116	(1)
The Peacemaker	117	(1)
Guardian of the Gate	118	(2)
Parallel Player	120	(1)
Spectator	121	(1)
Participant	121	(1)
Matchmaker	122	(1)
Storyplayer	123	(1)
Play Tutor	123	(2)
Choosing a Strategy	125	(3)
Challenges in Play for Children with Special Needs	125	(1)
Challenges in Play for Children Who Are English Language Learners	126	(1)
Timing Is Everything: Entering and Exiting Children's Play	127	(1)
Play and the Culture of School	128	(2)
Responding to Violent Play	130	(6)
Ascertain Children's Purposes in Play	131	(1)
How Willing Are Teachers to Confront Their Own Beliefs and Experiences?	132	(1)
Diffusing Violence in Play	133	(3)
When Teachers Talk: Building a Peaceful Classroom	136	(1)
Summary and Conclusion	137	(1)
Suggested Resources	137	(2)
Play as a Tool for Assessment	139	(34)
Assessing Development Through Play at the Bank	140	(2)
Assessing Age-Appropriate Development	142	(5)
Assessing Skills and Concepts	143	(4)
Assessing Individual Development	147	(3)
Intelligence Is Multifaceted	147	(3)
How Play Informs Assessment	150	(2)
Ascertaining the Child's Viewpoint	152	(3)
Principles for Framing Play Questions	153	(2)
Strategies for Collecting and Organizing Information	155	(5)
Anecdotal Records	155	(1)
Checklists	155	(2)
Portfolios	157	(1)
Documentation Assessment	158	(1)
Videotape	159	(1)
Assessing Play as Play	160	(3)
Defining the Purposes of Assessment	163	(3)
Features of Play-Centered Assessment	164	(1)
Play and Assessments of Children with Special Needs	165	(1)
Communicating with Parents About Play and Assessment	166	(2)
When Teachers Talk: School Readiness and Academic Standards	168	(2)
Summary and Conclusion	170	(1)
Suggested Resources	171	(2)
Mathematics in the Play-Centered Curriculum	173	(29)
The Playful Nature of Mathematics	174	(1)
Mathematical Concepts in the Play-Centered Curriculum	175	(5)
Spatial Relationships	175	(2)
Relationships Involving Quantity	177	(3)
Mathematics and Problem Solving	180	(1)
Mathematics in the Early Childhood Integrated Curriculum	180	(12)
The Goal of Early Childhood Mathematics Education	181	(1)
The Nature of Mathematics	182	(2)
Assessing Children's Development of Mathematical Thinking	184	(3)
Mathematics Education Based on the Nature of Mathematics, Children's Development, and Children's Interests	187	(2)
Supporting Children from All Cultures and Children Who Are English Language Learners	189	(2)
Supporting Children with Special Needs	191	(1)
Children's Interests	191	(1)
Orchestrating Play in Mathematics	192	(5)
Setting the Stage	192	(1)
Accessorizing: Transforming the Environment to Extend and Enrich Play	193	(1)
Play-Generated Curricula	194	(2)
Curriculum-Generated Play	196	(1)
Addressing Standards in the Play-Centered Curriculum	197	(2)
When Teachers Talk: Standards and Professional Expertise	199	(1)
Summary and Conclusion	199	(1)
Selected Resources	200	(2)
Language, Literacy, and Play	202	(34)
Play, Language, and Literate Behavior: A Natural Partnership	204	(3)
Communication as a Prerequisite for Play with Others	206	(1)
Play as a Form of Communication	207	(1)
Fostering Literate Behaviors	207	(9)
The Value of the Play-Based Curriculum	207	(1)
Early Story Constructions	208	(2)
How the Play-Based Literacy Curriculum Serves Children of All Cultures and Languages	210	(2)
English Language Learners: Masha's Story	212	(4)
Honoring the Importance of Literate Behaviors	216	(3)
Writing and Graphics	216	(2)
Awareness of Sounds and Patterns of Language	218	(1)
Language and Literacy Learning in the Primary Grades: The Motivating Power of Play	219	(4)
Multimedia Extends Meanings of Literacy	222	(1)
Dynamic Approaches to Promoting Literacy Through Play	223	(6)
Using Drama Techniques to Enhance Sociodramatic Play	223	(2)
Story Dictation and Story Playing	225	(4)
Balanced Opportunities for Varied Kinds of Play Support Competencies in Language and Literacy	229	(1)
Time for Language and Literacy in Play	229	(1)
Space for Language and Literacy Learning	230	(1)
Materials for Language, Literacy, and Reading and Writing in Play	230	(1)
Guidance for Literacy in Play	230	(1)
Standards for Literacy: Calls for Accountability	230	(3)
When Teachers Talk: Turning Negatives Into Positives Through Language	233	(1)
Summary and Conclusion	234	(1)
Suggested Resources	235	(1)
Science in the Play-Centered Curriculum	236	(29)
Scientists Tour the Kindergarten	238	(3)
Outdoor Area	239	(1)
The Block Area	240	(1)
The Art Area	241	(1)
Science in the Early Childhood Integrated Curriculum	241	(10)
The Goal of Early Childhood Science Education	241	(3)
The Nature of Science	244	(2)
The Nature of the Child	246	(4)
The Child's Interests	250	(1)
Meeting the Needs of Children Who Are English Language Learners	250	(1)
Developing Inclusive Science Curriculum for Children with Special Needs	251	(1)
Extending the Science Curriculum	251	(6)
Setting the Stage for Learning About the Physical World Through Spontaneous Play	252	(1)
Encouraging Further Exploration of the Environment	253	(1)
Interacting with Children in Their Play	253	(1)
Orchestrating Extensions for Play	254	(1)
Play-Generated Curriculum	254	(1)
Curriculum-Generated Play	255	(2)
Recasting the Curriculum in Play	257	(1)
Addressing Standards in the Play-Centered Curriculum	257	(3)
When Teachers Talk: Developing Confidence in Teaching Science	260	(2)
Summary and Conclusion	262	(1)
Suggested Resources	262	(3)
The Arts in the Play-Centered Curriculum	265	(35)
Planning for the Arts in the Play-Centered Curriculum	267	(3)
Entering the Child's World of Spontaneous Play	267	(2)
Incorporating Artwork	269	(1)
The Arts: Mirror of Development and Guide for Curriculum Design	270	(23)
Heidi's Horses: Documents of Change and Growth	270	(4)
Staff and Environmental Support for Play in the Arts	274	(1)
Time, Space, Materials, and Teacher Know-How	274	(3)
Presentation of Art Making and Constructive Play Materials	277	(3)
Monitoring the Quality and Challenge of Play in the Arts	280	(4)
Guided and Directed Play in the Arts	284	(1)
Music and Movement in the Play-Based Curriculum	285	(2)
Diverse Musical Traditions Enrich the Classroom Culture	287	(1)
Children with Special Needs: Guiding for Mastery and Competence	288	(2)
Children's Play Interests Reflected in a Play-Centered Curriculum	290	(1)
Integration of Children's Experiences and Feelings Through Play in the Arts	291	(1)
A Balanced Arts Curriculum	292	(1)
When Teachers Talk: Respect for Art Materials	293	(5)
Summary and Conclusion	298	(1)
Suggested Resources	298	(2)
Play and Socialization	300	(33)
Saying Goodbye to Parents	301	(4)
From Separation to Integration: John's Fire Hydrants	302	(3)
Diversity Creates Enrichment and Challenge for Teachers	305	(6)
Inclusion of Children with Special Needs	308	(3)
Traditional Research and Practice	311	(1)
Current Practice Illuminated by Research	312	(8)
Differences in Boys' and Girls' Play and Socialization	312	(3)
Children's Negotiations Create a Dynamic Context for Play	315	(1)
Newspapers	315	(2)
Play Provides a Bridge Between Theory and Practice	317	(1)
The Interpretive Approach	317	(1)
Teachers Take a Research Stance: Views from the Inside	318	(1)
Children's Interactive Strategies	319	(1)
Studying the Social Ecology of a Preschool Classroom	320	(3)
Contrasts in Social Ecologies	320	(3)
Solitary and Parallel Play Reexamined	323	(6)
Teacher Support for Play Interactions	323	(1)
Children Grant Warrants for Play	324	(4)
Spatial Arrangement Supports Interactive Play	328	(1)
Standards and Assessment in Early Childhood Programs	329	(1)
When Teachers Talk: Social Science for Young Children	330	(1)
Summary and Conclusion	330	(1)
Suggested Resources	331	(2)
Play, Toys, and Technology	333	(30)
Types of Toys	335	(2)
Toys and Development	337	(4)
Games with Rules	338	(1)
Toys That Limit Development	339	(2)
Toys and the Marketplace	341	(3)
Characteristics of Gender Identity	341	(1)
Gender, Toys, and the Media	342	(1)
Toys That Promote Growing Up Too Fast	343	(1)
Toys That Portray Power Through Violence	344	(1)
Media-Based Play	344	(2)
Television and Children's Play	344	(2)
Advocating for Childhood in an Age of Consumerism	346	(2)
Encourage Good Children's Programming	347	(1)
Computer Play and Young Children	348	(9)
Tool Software	348	(2)
Guiding Play with Computers as Tools	350	(1)
Computer Simulations, Games, and Books	351	(1)
Integrating Technology	352	(3)
Choosing Computer Software	355	(1)
Using Computer Technology to Extend Play and Projects	355	(2)
Structuring the Physical Space for Computers	357	(1)
When Teachers Talk: Concerns About Media and Stereotypes	357	(2)
Summary and Conclusion	359	(1)
Suggested Resources	360	(3)
Conclusion: Integrating Play, Development, and Practice	363	(30)
Constructivism and Development	365	(3)
What Is Developed?	365	(1)
Means-Ends Coordinations and Development	366	(2)
Constructivism and Social-Cultural Theories of Play	368	(3)
Jean Piaget (1896--1980)	368	(1)
Lev Vygotsky (1896--1934)	369	(1)
Connecting Piaget's and Vygotsky's Theories	370	(1)
A Closer Look at Piaget and Constructivist Theory	371	(5)
Schemes: Assimilation, Accommodation, and Play	371	(1)
How Do We Know Intelligence Is Constructed and Lawful?	372	(1)
Stages of Development and Play	372	(2)
The Construction of Reality	374	(2)
Social Experience and the Construction of Reality	376	(2)
Play and Development	378	(5)
Play and the Development of Intelligence	378	(1)
Play and the Development of Personality	379	(2)
Play and the Development of Competencies	381	(1)
Play and the Development of the Social Self	382	(1)
The Meaning of Play in Childhood and Society	383	(7)
Play and the Work of Society	383	(2)
Autonomy as the Context for Development	385	(1)
Development, Developmentally Appropriate Practices (DAP), and Play	386	(1)
Expectations for Ourselves and Our Children: Academic Standards	387	(3)
Summary and Conclusion	390	(1)
Suggested Resources	391	(2)
References	393	(26)
Name Index	419	(7)
Subject Index	426