Description
Book SynopsisPoints to the multiple perspectives that teachers, researchers, parents, and children bring to our understanding of play.
Table of ContentsPart I: Social Contexts of Early Education. Young Children's Ideas about Poverty: Gender, Race, Socioeconomic Status, and Setting Differences. (J.A. Chafel, C. Neitzel). Blocks, Building and Mathematics: Influences of Task Format and Gender of Play Partners Among Preschoolers. (J.L. Eberly, S.L. Golbeck). Beyond Quality, Advancing Social Justice and Equity: Interdisciplinary Explorations of Working for Equity and Social Justice in Early Childhood Education. (S. Campbell et al.). Between a Rock and a Hard Place: Teachers' Experiences in Meeting the Abbott Mandate. (D.J. Ackerman). Lessons From Home: A Look at Culture and Development. (I.C. Woods). Part II: Reconceptualizing Play (II). Beyond Fun and Games Towards a Meaningful Theory of Play: Can a Hermeneutic Perspective Contribute? (K. VanderVen). From Context to Texts: DAP, Hermeneutics, and Reading Classroom Play. (S. Reifel et al.). Reconceptualizing Rough and Tumble Play: Ban the Banning. (N.K. Freeman, M.H. Brown). War Play, Aggression, and Peer Culture: A Review of the Research Examining the Relationship between War Play and Aggression. (H.L. Malloy, P. McMurray-Schwarz). Los Padres y Los Maestros: Perspectives of Play among Bilingual Stakeholders in Public Schools. (M. Riojas-Cortez, B. Bustos Flores).
