Play-Responsive Teaching in Early Childhood Education.
| Main Author: | |
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| Other Authors: | , , , , , , , , |
| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer International Publishing AG,
2019.
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| Edition: | 1st ed. |
| Series: | International Perspectives on Early Childhood Education and Development Series
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| Subjects: | |
| Online Access: | Click to View |
Table of Contents:
- 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.
- 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.
- 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.