Rethinking Play as Pedagogy

The conceptualization and practice of play is considered core to early childhood pedagogy. Rethinking Play as Pedagogy provides a fresh perspective of play as a purposeful pedagogy offering multi-layered opportunities for learning and development. It will help students engage critically with diverse understandings of play and approaches to harnessing children's natural propensity to play, and enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels.

Format: Paperback / softback
Length: 216 pages
Publication date: 14 March 2019
Publisher: Taylor & Francis Ltd

The conceptualization and practice of play hold immense significance in early childhood pedagogy. In this vital text, contributors from diverse countries and cultures delve into the exploration of how play can be defined, fostered, and interpreted within early childhood settings and practices.

Rethinking Play as Pedagogy presents a novel perspective on play as a purposeful pedagogy, offering a rich tapestry of learning and development opportunities. Written to ignite group discussions, foster international comparisons, provide points for reflection, and spark editorial provocations, this volume aims to engage students in critical dialogue with a multitude of understandings of play and diverse approaches to harnessing children's inherent inclination to play.

By considering the role of the learning environment, practitioners, the broader community, and policy, the book is organized into four key sections that reflect major influences on practice and pedagogy:

Being Alongside Children: This section focuses on the importance of being present and engaged with children in their play. It explores the significance of building relationships, fostering trust, and creating a safe and nurturing environment that supports children's exploration and creativity.

Those Who Educate: This section examines the role of educators in facilitating and promoting play-based learning. It explores the knowledge, skills, and attitudes required to effectively support children's play and development, including understanding child development, pedagogical approaches, and effective classroom management.

Embedding Families and Communities: This section emphasizes the importance of integrating families and communities into early childhood education and care. It explores ways to build partnerships, engage families in children's learning, and create opportunities for community involvement that enhance children's social, emotional, and cognitive development.

Working with Systems: This section examines the broader societal and policy contexts that shape early childhood education and care. It explores issues such as early childhood education policies, funding, workforce development, and the role of government, non-profit organizations, and private sector partners in supporting and promoting play-based learning.

Offering in-depth discussions of diverse perceptions, potentials, and practicalities of early childhood play, this text aims to enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.

By delving into the complexities of play as pedagogy, Rethinking Play as Pedagogy provides valuable insights for students, educators, integrated service providers, and policy makers alike. It encourages a deeper appreciation of the role of play in early childhood development and highlights the importance of creating environments that support and nurture children's innate curiosity, imagination, and creativity.

Weight: 374g
Dimension: 158 x 234 x 12 (mm)
ISBN-13: 9781138319226