LEADER 04523nam 22006975 450 001 9910484138803321 005 20200919192728.0 010 $a981-287-475-5 024 7 $a10.1007/978-981-287-475-7 035 $a(CKB)3710000000403092 035 $a(EBL)2094532 035 $a(SSID)ssj0001501444 035 $a(PQKBManifestationID)11854467 035 $a(PQKBTitleCode)TC0001501444 035 $a(PQKBWorkID)11536285 035 $a(PQKB)10803600 035 $a(DE-He213)978-981-287-475-7 035 $a(MiAaPQ)EBC2094532 035 $a(PPN)185485871 035 $a(EXLCZ)993710000000403092 100 $a20150418d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEarly Childhood Pedagogical Play $eA Cultural-Historical Interpretation Using Visual Methodology /$fby Avis Ridgway, Gloria Quiñones, Liang Li 205 $a1st ed. 2015. 210 1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2015. 215 $a1 online resource (194 p.) 225 1 $aSpringerBriefs in education 300 $aDescription based upon print version of record. 311 $a981-287-474-7 327 $aForeword -- Chapter 1 Introduction -- Chapter 2 Re-theorising Play as Pedagogical -- Chapter 3 Examining Play from the Child's Perspective -- Chapter 4 Sustained Shared Thinking in Pedagogical Play -- Chapter 5 Dimensions of Play Activity -- Chapter 6 Play Affordances across Institutional Contexts -- Chapter 7 Imagination in Play: Space and Artefacts -- Chapter 8 In the Everyday Moments of Play -- Chapter 9 Recognising Cultural Influences in Play -- Chapter 10 Contemporary Interpretations of Pedagogical Play. 330 $aThis book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children?s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child?s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child?s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child?s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play. 410 0$aSpringerBriefs in education. 606 $aChild development 606 $aEducation?Philosophy 606 $aEducational psychology 606 $aEducation?Psychology 606 $aEarly Childhood Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O37000 606 $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 615 0$aChild development. 615 0$aEducation?Philosophy. 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 14$aEarly Childhood Education. 615 24$aEducational Philosophy. 615 24$aEducational Psychology. 676 $a370 676 $a370.1 676 $a370.15 676 $a372.21 700 $aRidgway$b Avis$4aut$4http://id.loc.gov/vocabulary/relators/aut$01226292 702 $aQuiñones$b Gloria$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aLi$b Liang$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910484138803321 996 $aEarly Childhood Pedagogical Play$92847345 997 $aUNINA