Playful Learning, Playful Teaching presents a practical application of theory in preschool, kindergarten, and primary grade programs describing play in the total context of the entire early childhood curriculum. Using a constructivist, developmental approach, the book examines the role of play in the classroom and discusses how children learn through the process of active, social construction of information. The spiral organization helps readers build knowledge with each chapter. Concepts are introduced in early chapters, then revisited for elaboration and refinement throughout the book. It also analyzes the role of the teacher and explores many cultural and special needs issues in early education. Supportive discussions help new teachers prepare to address the frustrations they may face as they try to create playful programs in school systems that obstruct attempts to move beyond traditional teaching. Readers are presented with the latest perspectives regarding Developmentally Appropriate Practices (DAP) which are tied into suggestions for teaching and advocating for children. The insights and practical suggestions in this book will help empower young teachers to take a strong stance regarding teachers' need to advocate for children's right to play. For anyone interested in early childhood education.
Describes the relationship between play and learning in children from birth through age eight, and outlines strategies for embedding opportunities for play into curricula and for creating a classroom culture that promotes playful learning. Emphasis is on the role of the teacher in planning opportunities to play, interacting with students during play, and developing a system for ongoing assessment that uses the context created through playful learning. The authors are associated with the University of New Orleans. Annotation c. Book News, Inc., Portland, OR (booknews.com)