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Journal articles on the topic 'Early childhood play'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Ailwood, Jo. "Governing Early Childhood Education through Play." Contemporary Issues in Early Childhood 4, no. 3 (2003): 286–99. http://dx.doi.org/10.2304/ciec.2003.4.3.5.

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Play serves as a significant nodal point in the discursive relations of early childhood education. The aim of this article is to ask how play has come to appear so necessary to early childhood educational settings and how this perceived necessity governs the behaviour of both adults and young children. To do this the author make use of concepts provided through Foucault's notion of governmentality, or the conduct of conduct. The article begins with a thematic overview of some of the dominant discourses of play. It then considers some critiques of play discourses in early childhood education. F

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2

Lous, Annemieke Mol, Cees A. M. de Wit, Eric E. J. de Bruyn, J. Marianne Riksen-Walraven, and Henk Rost. "Depression and Play in Early Childhood." Journal of Emotional and Behavioral Disorders 8, no. 4 (2000): 249–60. http://dx.doi.org/10.1177/106342660000800405.

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3

Saracho, Olivia N. "Educational play in early childhood education." Early Child Development and Care 66, no. 1 (1991): 45–64. http://dx.doi.org/10.1080/0300443910660105.

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4

McArdle, Felicity, Susan Grieshaber, and Jennifer Sumsion. "Play meets early childhood teacher education." Australian Educational Researcher 46, no. 1 (2018): 155–75. http://dx.doi.org/10.1007/s13384-018-0293-8.

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5

Luckey, Alicia J., and Richard A. Fabes. "Understanding Nonsocial Play in Early Childhood." Early Childhood Education Journal 33, no. 2 (2006): 67–72. http://dx.doi.org/10.1007/s10643-006-0054-6.

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6

Özdoğan, Ece. "Play, mathematic and mathematical play in early childhood education." Procedia - Social and Behavioral Sciences 15 (2011): 3118–20. http://dx.doi.org/10.1016/j.sbspro.2011.04.256.

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7

White, Patricia, Barbara N. Martin, and Bryan McDonald. "Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs." Journal of Education and Culture Studies 5, no. 2 (2021): p54. http://dx.doi.org/10.22158/jecs.v5n2p54.

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This paper explored the perceptions of principals and teachers concerning the role of play in early childhood programs during an ethos of high strakes accountability. All early childhood participants identified play as a learning tool, but noted it was being eliminated from the curriculum due to high stake accountability. Viewed differently between administrators and early childhood educators was the purpose of play. Revealed were implications for administrators, teachers, and policymakers. The implications for this research and practice include that both administration and early childhood tea

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8

Sakata, Kazuko, Miyu Manna, Seikoh Maki, Kenichi Akama, Aki Kurogi, and Ayumi Maeda. "Sand Play Culture Gap in Early Childhood." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 3B—087–3B—087. http://dx.doi.org/10.4992/pacjpa.81.0_3b-087.

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9

Dmytro, Dana, Neringa Kubiliene, and Catherine Ann Cameron. "Agentive and communitarian play in early childhood." Early Child Development and Care 184, no. 12 (2014): 1920–33. http://dx.doi.org/10.1080/03004430.2014.894033.

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10

Durden, Tonia, and Julie Rainer Dangel. "Forming ethical identities in early childhood play." Early Years 29, no. 3 (2009): 296–98. http://dx.doi.org/10.1080/09575140903083624.

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11

Ivrendi, Asiye. "Early childhood teachers’ roles in free play." Early Years 40, no. 3 (2017): 273–86. http://dx.doi.org/10.1080/09575146.2017.1403416.

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12

Meckley, Alice M. "Social Learning in Early Childhood Play Communities." Early Years 17, no. 2 (1997): 11–15. http://dx.doi.org/10.1080/0957514970170203.

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13

No authorship indicated. "Review of Play and Early Childhood Development." Contemporary Psychology: A Journal of Reviews 33, no. 8 (1988): 730. http://dx.doi.org/10.1037/025945.

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14

Goodman, Joan F. "“Work” versus “play” and early childhood care." Child & Youth Care Forum 23, no. 3 (1994): 177–96. http://dx.doi.org/10.1007/bf02209227.

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15

Smolucha, Larry, and Francine Smolucha. "Vygotsky’s theory in-play: early childhood education." Early Child Development and Care 191, no. 7-8 (2021): 1041–55. http://dx.doi.org/10.1080/03004430.2020.1843451.

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16

Côté, Geneviève. "Early Childhood Literacy and the Sense of Play." LEARNing Landscapes 3, no. 1 (2009): 53–57. http://dx.doi.org/10.36510/learnland.v3i1.316.

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The author relates some of her experiences as a children’s book author/illustrator visiting schools, observing that in early childhood, creativity and sense of play are essential tools for teaching and learning. Believing that images and words play an equally important role in the learning process, she also includes a visual statement that early childhood literacy is empowering ...

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17

Hampton, Virginia R., John W. Fantuzzo, and Patricia H. Manz. "Assessing Interactive Play in Early Childhood: Penn Interactive Peer Play Scale." NHSA Dialog 3, no. 1 (1999): 70–72. http://dx.doi.org/10.1207/s19309325nhsa0301_8.

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18

Hart, Jennifer L., and Michelle T. Tannock. "Playful Aggression in Early Childhood Settings." Children Australia 38, no. 3 (2013): 106–14. http://dx.doi.org/10.1017/cha.2013.14.

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Aggressive behaviour, more often observed in young boys, is a relatively common factor of sociodramatic play recognised in literature to be beneficial for child development. While educators are often uncomfortable with this form of play, it may be argued that the omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children. This is particularly relevant for preschool-aged boys because they engage in aggressive sociodramatic play more often than girls. This article serves to clarify

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19

Undiyaundeye, Florence. "Outdoor Play Environment in Early Childhood for Children." European Journal of Social Sciences Education and Research 1, no. 1 (2014): 14. http://dx.doi.org/10.26417/ejser.v1i1.p14-17.

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Every adult is aware that children enjoy playing. Even before a child is able to grasp an object, bright coloured toys are suspended in a crib or held for him to enjoy. Once the child is able to crawl, stand and walk, the opportunity to explore the environment and play are expanded. Through rich educational programmes young children can demonstrate effective learning and significant development. This even has been developed to explore ways to create an outstanding environment for children under three years. It will examine ways to achieve consistent high standards across education programmes t

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20

Wallace, Ann H., Mary J. White, and Ryan Stone. "Early Childhood Corner: Sand and water table play." Teaching Children Mathematics 16, no. 7 (2010): 394–99. http://dx.doi.org/10.5951/tcm.16.7.0394.

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Observing in Mary White's kindergarten classroom is like watching a beehive: hustle and bustle all around. Children work puzzles, create artwork, build with blocks, read books, and write their own stories.

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21

Cecil, Lisa Mack, Mary McPhail Gray, Kathy R. Thornburg, and Jean ISPA. "Curiosity‐exploration‐play‐creativity: The early childhood mosaic." Early Child Development and Care 19, no. 3 (1985): 199–217. http://dx.doi.org/10.1080/0300443850190305.

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22

Campbell, Patricia Shehan, and Barbara J. Alvarez. "The Significance of Musical Play in Early Childhood." Soundings (Reston, VA) 3, no. 2 (1990): 19–20. http://dx.doi.org/10.1177/104837139000300206.

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23

Fallin, Jana, Staci Horton, Susan Vice Bennett, and Diana Taylor. "Let’s Play! Infusing Music in Early Childhood Learning." Perspectives: Journal of the Early Childhood Music & Movement Association 5, no. 1 (2010): 14–17. http://dx.doi.org/10.1386/ijmec_0171_1.

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24

WESTBROOK, Fiona, and Elise HUNKIN. "Play and Learning?" Beijing International Review of Education 2, no. 2 (2020): 182–96. http://dx.doi.org/10.1163/25902539-00202003.

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The role of play in early childhood settings has become a global issue due to coordinated policy trends that privilege early learning, academic foci and formalised assessments amid a broader economic and investment agenda. This paper undertakes a critical discourse analysis of the Australian and New Zealand national early childhood curricula frameworks in order to examine the treatment of play and learning as they relate to one another. The analysis revealed that curriculum documents from both Australia and New Zealand drew on lifelong learning ideological frames to present a view of play as a

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25

Drew, Christopher. "‘We call this “play”, however…’: Navigating ‘play anxiety’ in early childhood education and care markets." Journal of Early Childhood Research 17, no. 2 (2018): 116–28. http://dx.doi.org/10.1177/1476718x18809385.

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Neoliberal rationalities predicated on consumer choice and market forces have increasingly positioned parents as consumers in early childhood and care markets. In this context, providers jostle to attract clientele by providing pathways through and around a milieu of parental anxieties and ambitions for their children. This article examines a chief marketing document – the early childhood education and care provider’s website – and reflects on the ways providers address parental ‘play anxiety’ in marketised times. It finds that differing and even contradictory discursive ideals about children’

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26

Keleş, Sadiye, and Özlem Yurt. "“We Enjoyed Our Childhood to The Fullest”: Early Childhood Teachers’ Risky Play Memories and Risky Play Managements." Yaşadıkça Eğitim 34, no. 2 (2020): 438–50. http://dx.doi.org/10.33308/26674874.2020342197.

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The aim of the study is to evaluate the relationship between early childhood teachers’ risky play experiences, their injury histories in their childhood and risky play management strategies they used as a teacher. 190 early childhood teachers participated in this study. Data were collected through a semi- structured interview form. Only play with great heights (climbing up a tree) and play with high speed (swinging on playground swings) were included in the semi-structured interview form. Scenario-based, black and white drawings were used as a data collection tool. Results showed that teachers

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27

ARNDT, Sonja. "Rethinking Play, Diversity and Belonging in Early Childhood Education." Beijing International Review of Education 2, no. 2 (2020): 226–43. http://dx.doi.org/10.1163/25902539-00202006.

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We might say that children’s play is the foundation of all learning. Often play is recognized as integral to childhood, but children’s abilities to engage in play are complex and these complexities can be easily overlooked. This paper elevates children’s play as critical for their learning, particularly in support of their sense of belonging. The paper argues for an openness to the complexities of children’s play as a crucial practice of their cultural identity, through a critical conceptualization of some of the nuances and uncertainties of children’s subject formation. Drawing on concerns of

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28

Choi, Hye Soon. "영유아 독서놀이의 뇌과학적 접근". Acagora Reading Research 2 (30 жовтня 2020): 129–51. http://dx.doi.org/10.36699/arr.2.4.

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29

Brėdikytė, Milda, Agnė Brandišauskienė, and Giedrė Sujetaitė - Volungevičienė. "The Dynamics of Pretend Play Development in Early Childhood." Pedagogika 118, no. 2 (2015): 174–87. http://dx.doi.org/10.15823/p.2015.013.

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The phenomenon of play is constantly raising many questions for researchers and practitioners. Why play important, what kind of play is should be promoted in kindergarten classrooms, should it be supported and how? This article provides a short analysis on the concept of play and introduces an investigation aimed at analyzing the dynamics of the development of children’s pretend play in early childhood settings. This research is performed within the framework of Cultural-Historical theory of play. The development of children’s pretend play in ECEC groups will be discussed; gender differences a

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30

White, Patricia, Barbara N. Martin, and Bryan McDonald. "Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor." Advances in Social Sciences Research Journal 8, no. 3 (2021): 176–87. http://dx.doi.org/10.14738/assrj.84.9846.

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Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability. There was a significant difference between administrators and early childhood educators concerning the purpose of play. Implications for early childhood curriculum and school district policy were determined.

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31

Day, Elaine M., and Maureen Kendrick. "Converging Worlds: Play, Literacy, and Culture in Early Childhood." TESOL Quarterly 40, no. 4 (2006): 870. http://dx.doi.org/10.2307/40264320.

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32

Kim, Mi Hyang, and Hyo jin Jeong. "Metaphor analysis on pre-service early childhood teachers’ play." Journal of Korea Open Association for Early Childhood Education 25, no. 3 (2020): 69–93. http://dx.doi.org/10.20437/koaece25-3-04.

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33

Jung, Dea Hyun. "Autoethnography on identity of play in early childhood education." Journal of Korea Open Association for Early Childhood Education 25, no. 3 (2020): 247–66. http://dx.doi.org/10.20437/koaece25-3-11.

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34

Hibbert, Kathryn, and Maureen Kendrick. "Converging Worlds: Play, Literacy, and Culture in Early Childhood." Canadian Journal of Education / Revue canadienne de l'éducation 27, no. 2/3 (2002): 313. http://dx.doi.org/10.2307/1602227.

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35

Kim So Hyang, Jo, Junoh, and 이주옥. "Metaphorical awareness of "Good Play" in early childhood teachers." Korean Journal of Early Childhood Education 38, no. 6 (2018): 161–90. http://dx.doi.org/10.18023/kjece.2018.38.6.007.

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36

Coutinho, Ângela Scalabrin, Catarina Moro, and Daniele Marques Vieira. "THE EVALUATION OF PLAY QUALITY IN EARLY CHILDHOOD EDUCATION." Cadernos de Pesquisa 49, no. 174 (2019): 52–74. http://dx.doi.org/10.1590/198053146174.

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Abstract From the production about the Context Evaluation on Child Education and the research experience in this field, this text presents and discusses a qualitative research about the evaluation of play at a child education institution in Curitiba. It was proposed and realized an internal evaluation course, participatory and formative with the faculty, coordination, direction and pedagogical advice, of an educational institution for children, since babies, from 4 months to 5 years and eleven months. Part of this process was the ad hoc construction of an instrument that served as a support fo

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37

O’Connor, Tanya. "Purposeful Play: Early Childhood Movement Activities on a Budget." Journal of Nutrition Education and Behavior 43, no. 1 (2011): 73.e5. http://dx.doi.org/10.1016/j.jneb.2010.09.005.

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38

McEntire, Nancy. "Ecap Report: Pretend Play in the Early Childhood Classroom." Childhood Education 85, no. 3 (2009): 208–10. http://dx.doi.org/10.1080/00094056.2009.10521395.

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39

Hebert, Heather, Paul Swank, Karen Smith, and Susan Landry. "Maternal Support for Play and Language across Early Childhood." Early Education & Development 15, no. 1 (2004): 93–116. http://dx.doi.org/10.1207/s15566935eed1501_6.

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40

Aras, Selda. "Free play in early childhood education: a phenomenological study." Early Child Development and Care 186, no. 7 (2015): 1173–84. http://dx.doi.org/10.1080/03004430.2015.1083558.

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41

Edwards, Susan, and Amy Cutter-Mackenzie. "Environmentalising Early Childhood Education Curriculum through Pedagogies of Play." Australasian Journal of Early Childhood 36, no. 1 (2011): 51–59. http://dx.doi.org/10.1177/183693911103600109.

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42

Readdick, Christine A., and Connor Walters‐Chapman. "Is play the centerpiece of your early childhood curriculum?" Early Child Development and Care 81, no. 1 (1992): 123–29. http://dx.doi.org/10.1080/0300443920810111.

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43

Myers, Carl L., Susan L. McBride, and Carla A. Peterson. "Transdisciplinary, Play-Based Assessment in Early Childhood Special Education." Topics in Early Childhood Special Education 16, no. 1 (1996): 102–26. http://dx.doi.org/10.1177/027112149601600109.

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44

Lohmander, Maelis Karlsson, and Ingrid Pramling Samuelsson. "Play and learning in early childhood education in Sweden." Psychology in Russia: State of the Art 8, no. 2 (2015): 18–26. http://dx.doi.org/10.11621/pir.2015.0202.

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45

Singer, E. "Play and playfulness in early childhood education and care." Psychology in Russia: State of the Art 8, no. 2 (2015): 27–35. http://dx.doi.org/10.11621/pir.2015.0203.

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46

Rosen, Rachel. "Play as activism? Early childhood and (inter)generational politics." Contemporary Social Science 12, no. 1-2 (2017): 110–22. http://dx.doi.org/10.1080/21582041.2017.1324174.

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47

Nicolopoulou, Ageliki. "The Alarming Disappearance of Play from Early Childhood Education." Human Development 53, no. 1 (2010): 1–4. http://dx.doi.org/10.1159/000268135.

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48

Singer, Elly. "Play and playfulness, basic features of early childhood education." European Early Childhood Education Research Journal 21, no. 2 (2013): 172–84. http://dx.doi.org/10.1080/1350293x.2013.789198.

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49

Jung, Eunjoo, and Bora Jin. "Future Professionals’ Perceptions of Play in Early Childhood Classrooms." Journal of Research in Childhood Education 28, no. 3 (2014): 358–76. http://dx.doi.org/10.1080/02568543.2014.913277.

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50

Lee, Hyun-Jung, and Dea-Hyun Jung. "Play and education in Early childhood, Presentation and Deconstruction." Korean Society for Critical Inquiry of Childhood Education 11, no. 1 (2021): 27–57. http://dx.doi.org/10.26834/kscice.2021.04.15.27.

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