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|a 9783030159580
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|z 9783030159573
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|a (MiAaPQ)EBC5771083
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|a (Au-PeEL)EBL5771083
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|a (OCoLC)1101623207
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|a MiAaPQ
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|c MiAaPQ
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|a LB1139.2-.5
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|a Pramling, Niklas.
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|a Play-Responsive Teaching in Early Childhood Education.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2019.
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|c ©2019.
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|a 1 online resource (188 pages)
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a International Perspectives on Early Childhood Education and Development Series ;
|v v.26
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|a Intro -- Foreword -- References -- Preface -- Contents -- Part I: Theoretical Premises and Research on Playing and Learning -- Chapter 1: Developing Play-responsive Didaktik - Mission Impossible? -- Teaching and Learning in ECEC -- Different Voices, Arguments and Standpoints -- Early Childhood Education Didaktik -- Theoretical and Empirical Continuity and Discontinuity -- Guidance for Readers -- References -- Chapter 2: Learning, Teaching, and Didaktik -- The Processes and Products of Learning and Development -- Teaching and Its Phylogenetic Grounding and Ontogenetic Development -- The Concept of Embedded Teaching -- The 'What' of Learning and Didaktik -- Context and Contextualizing -- Summary -- References -- Chapter 3: Playing, Playworlds, and Early Childhood Education -- A Brief Note on Play Theories -- The Development of Play: Actions, Objects, and Meaning -- Key-References in Research on Play -- Developmental Education/Basic Education -- The Diversity of Beliefs about and Practices of Play -- The Sociogenesis of Forms of Play and Its Implication for ECEC -- Engaging the Youngest Children in Teaching Activities as Is and as If -- Summary -- References -- Chapter 4: A Combined Research and Development Project -- Empirical Data, Transcription and Analytical Procedure -- Intersubjectivity and Alterity -- Language as Constitutive and Perspectivizing -- The Freedom of Play and Open-Endedness -- As If and as Is and Learning from Fiction -- Engaging with the World as Is Through as If It Were Across the Lifespan -- Summary -- References -- Part II: Empirical Studies -- Chapter 5: The Lava-Shark: Teachers Attempting to Enter Children's Play -- How Teachers Attempt to Enter Children's Ongoing Play -- Discussion -- References -- Chapter 6: The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children's Ongoing Play.
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|a Responding to Alterity -- Negotiating Possible Roles -- Negotiating Possible Directions -- Coordinating as If and as Is -- Discussion -- References -- Chapter 7: Goldilocks and Her Motorcycle: Establishing Narrative Frames -- Narratives in Children's Play -- Empirical Examples of Narrative Folktale Frames -- The Teacher Directing -- The Teacher Taking a Role -- The Teacher Triggering Play through Engaging Children in a Playful Dialogue -- The Teacher Engaging as a Guiding Participant -- Discussion -- References -- Chapter 8: The Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in Play -- External Content for Learning Introduced into Play -- Isolated Content of Learning -- Learning Content Necessary for Play -- Learning Contents Emerging in Play -- Learning the Framework of the Play -- Learning How to Play -- Developing Concepts as Part of the Play -- Discussion -- References -- Chapter 9: When Kroko-the-Crocodile Got Sick -- Reading Icons and Graphical Symbols as a Prerequisite to Play -- Teaching Everyday Routines in Play -- Discussion -- References -- Chapter 10: The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving -- Discussion -- References -- Chapter 11: The Letter Thief: From Playing to Teaching to Learning to Playing -- The Letter Thief -- Processes of Participants Orienting Toward Temporarily Sufficient Intersubjectivity -- Establishing a Shared Play Activity -- Establishing Intersubjectivity About a Content of Learning -- Maria's Changed Participation During the Activity -- The Extended Content of Learning and Reestablishing Intersubjectivity -- Discussion -- References -- Part III: Conclusions and Theoretical Elaboration -- Chapter 12: A Play-responsive Early Childhood Education didaktik -- Some Important Empirical Findings -- A Note on Agency.
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|a Teaching in a Play-responsive Way in the Dynamic Space Between Alterity and Intersubjectivity -- The Concepts of Triggering and Alterity -- A Note on Scaffolding and Triggering -- Reconceptualizing Teaching and Early Childhood didaktik -- Teaching Is Not Instructing -- Teaching as Responsive and Directed Coordination -- Continuity and Discontinuity with Children's Experience -- Education as a Meta-narrative -- Concluding Note -- References.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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|a Wallerstedt, Cecilia.
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|a Lagerlöf, Pernilla.
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|a Björklund, Camilla.
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|a Kultti, Anne.
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|a Palmér, Hanna.
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|a Magnusson, Maria.
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| 700 |
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|a Thulin, Susanne.
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|a Jonsson, Agneta.
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| 700 |
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|a Pramling Samuelsson, Ingrid.
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| 776 |
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|i Print version:
|a Pramling, Niklas
|t Play-Responsive Teaching in Early Childhood Education
|d Cham : Springer International Publishing AG,c2019
|z 9783030159573
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| 797 |
2 |
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|a ProQuest (Firm)
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| 830 |
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|a International Perspectives on Early Childhood Education and Development Series
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=5771083
|z Click to View
|
