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Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum. The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as:
- Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships?
- Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play?
- How we can ensure that provision for role play fully benefits all young children?
Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies. Researchers and course leaders will also find this book a ground-breaking read.
- Sales Rank: #10095667 in Books
- Published on: 2008-03-29
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 6.00" w x .50" l, .50 pounds
- Binding: Paperback
- 152 pages
Review
'As well as being useful to students on early childhood studies courses, the book provides an essential reference source for all teachers keen to promote the value of role-play for young children by helping them to create a coherent and compelling case for play within the early childhood curriculum.' - Early Years Update
'The book ... offers a useful set of references for anyone wanting to investigate the issues further... and is very topical in its discussion of child-initiated/adult intensive activities.' - Early Years
'They integrate the lessons of their research well and offer sound advice... the questions they've raised over the pages of this wonderful book linger in the readers mind.' - American Journal of Play
About the Author
Sue Rogers is Senior Lecturer in Education at the Institute of Education, University of London, UK.
Julie Evans is Senior Lecturer in the Sociology Department of the University College Plymouth St Mark and St John, UK.
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