Children, Play, and Development, Fourth Edition, discusses the relationship of play to the physical, social, intellectual, and emotional growth of the child. Author Fergus P. Hughes focuses on the historical, sociocultural, and ethological context of play; the role of development in play; and the wide range of theories that provide a framework for interpreting play.
Helps teachers and soon-to-be teachers learn how play as a form of communication can be adapted to the classroom.Play, Development, and Early Education,challenges the reader to discover what play is and how to incorporate it into a curriculum for children from toddlerhood through the primary grades.
Articles by Content Type
The following links include search results from Quick Search which include research on the four content areas. These searches were conducted by using quotes around the phrases and limiting to journal articles and children as the subject:
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.
Why do children play? What can children learn from playing? What have psychologists learned from 150 years of studying play – usually a bit too seriously? The Development of Playexplores the central role of play in childhood development.
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.
In their new collaboration, Celia Genishi and Anne Haas Dyson celebrate the genius of young children as they learn language and literacy in the diverse contexts that surround them. Despite burgeoning sociocultural diversity, many early childhood classrooms (pre-K to grade 2) offer a "one-size-fits-all" curriculum, too often assessed by standardized tests. In contrast, the authors propose diversity as the new norm. They feature stories of children whose language learning is impossible to standardize, and they introduce teachers who do not follow scripts but observe, assess informally, respond to, and grow with their children.