Inside Role-Play in Early Childhood Education
Researching Young Children's Perspectives
Price: $150.00
Add to Cart- ISBN: 978-0-415-40496-9
- Binding: Hardback (also available in Paperback)
- Published by: Routledge
- Publication Date: 17th January 2008
- Pages: 152
About the Book
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.
Reviews
'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 UpdateTable of Contents
Introduction 1. Four-year-olds in school: play, policy and pedagogy 2. Perspectives on role play in early childhood 3. Researching children’s perspectives: a multi-method approach 4. Teachers’ perspectives on role play 5. Exploring role play from the children’s perspective 6. Playing with space, place and gender 7. Rethinking role play in reception classes
About the Author(s)
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.