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Books on the topic 'Play-based curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Empowering children: Play-based curriculum for lifelong learning. 2nd ed. Toronto: ITP Nelson, 1998.

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2

Shipley, Dale. Empowering children: Play-based curriculum for lifelong learning. 4th ed. Toronto: Thomson Nelson, 2008.

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3

Shipley, Carol Dale. Empowering children: Play-based curriculum for lifelong learning. Scarborough, ON: Nelson Canada, 1993.

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4

An integrated play-based curriculum for young children. New York: Routledge, 2012.

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5

Shipley, Carol Dale. Empowering children: Play-based curriculum for lifelong learning. 3rd ed. Scarborough, ON: Thomson Nelson, 2002.

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6

Transdisciplinary play-based intervention: Guidelines for developing a meaningful curriculum for young children. Baltimore: P.H. Brookes Pub. Co., 1993.

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7

Development a play-based curriculum: Theory into practice in the 4-plus unit. Kettering, Northants: Jutland Press, 1995.

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8

Linder, Toni W. Read, play, and learn!: Storybook activities for young children. Baltimore, Md: Paul H. Brookes Publ. Co., 1999.

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9

1946-, Linder Toni W., ed. Read, play, and learn!: Storybook activities for young children : teacher's guide. Baltimore: Paul H. Brookes Pub., 1999.

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10

Madelaine, Lockwood, ed. Learning through play: A work-based approach for the early years. London: Continuum International Pub. Group, 2008.

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11

Saracho, Olivia N. Integrated Play-Based Curriculum for Young Children. Pearson Education, Limited, 2012.

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12

Empowering Children: Play-Based Curriculum for Lifelong Learning. Nelson Education Limited, 2012.

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13

Saracho, Olivia N. An Integrated Play-based Curriculum for Young Children. Routledge, 2013. http://dx.doi.org/10.4324/9780203833278.

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14

Saracho, Olivia N. An Integrated Play-Based Curriculum for Young Children. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991.

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15

Linder, Toni W. Transdisciplinary Play-based Intervention: Guidelines for Developing a Meaningful Curriculum for Young Children (Tpbi 2). 2nd ed. Brookes Publishing Company, 2007.

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16

Gainer, Jesse, Mary Esther Soto Huerta, and Timothy Kinard. Power Play: Explorando y Empujando Fronteras Through Theory Building and Storytelling in a Multilingual Play-Based ECE Curriculum. Lang AG International Academic Publishers, Peter, 2017.

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17

Kinard, Tim, Jesse Gainer, and Mary Esther Soto Huerta. Power Play: Explorando y Empujando Fronteras en Una Escuela en Tejas Through a Multilingual Play-Based Early Learning Curriculum. Lang AG International Academic Publishers, Peter, 2018.

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18

Linder, Toni W. Read, Play, and Learn!: Collection 2 Storybook Activities for Young Children. Brookes Publishing Company, 1999.

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19

Brown, Andrew R. Algorithms and Computation in Music Education. Edited by Roger T. Dean and Alex McLean. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190226992.013.17.

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The chapter discusses how bringing music and computation together in the curriculum offers socially grounded contexts for the learning of digital expression and creativity. It explores how algorithms codify cultural knowledge, how programming can assist students in understanding and manipulating cultural norms, and how these can play a part in developing a student’s musicianship. In order to highlight how computational thinking extends music education and builds on interdisciplinary links, the chapter canvasses the challenges, and solutions, involved in learning through algorithmic music. Practical examples from informal and school-based educational contexts are included to illustrate how algorithmic music has been successfully integrated with established and emerging pedagogical approaches.

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20

Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.

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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.

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21

Chalkley, Anna, and Lauren Sherar. Promoting physical activity. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0012.

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Physical activity is beneficial to children’s health and well-being. Evidence suggests that physical activity declines with age from childhood through adolescence and into adulthood, with boys being more active than girls at all ages. Physical activity participation in childhood is affected by the social support and role modelling provided by family, peers, friends, and teachers. Marginalized groups are disadvantaged in terms of access to opportunities to be physically active. From a population perspective, the greatest gains in public health will be achieved by helping those who are most inactive to become moderately active. Physical activity promotion efforts for children have predominantly focused on school-based programmes, but multisectoral approaches are needed with transformative and enlightened public policy regarding many facets of children’s lives such as school curricula, active travel, safe play areas, and enhanced sports opportunities for all.

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