Children in Play, Story, and School

 
 
Guilford Publications (Verlag)
  • erschienen am 6. September 2001
 
  • Buch
  • |
  • Hardcover
  • |
  • 406 Seiten
978-1-57230-577-9 (ISBN)
 
Imaginative play and story telling occupy key roles in children's psychological development and socialization. Bringing together leading contributors, this volume explores what play and story mean to young children, and how these vital aspects of development can best be supported in child care and educational settings. Vital connections are drawn between children's activities, their interpersonal relationships, and their emerging cognitive and affective capacities. Topics covered include promoting social play in the classroom, storytelling and literacy development, and the influences of early caregiving experiences on attachment and learning. Theoretical and methodological issues in these areas of research are also addressed, as well as social policy implications. The book is inspired by the work of Greta G. Fein, the pioneering teacher, researcher, and child care policymaker, who has contributed an integrative concluding chapter.
New
  • Englisch
  • New York
  • |
  • USA
  • Für Beruf und Forschung
  • Höhe: 237 mm
  • |
  • Breite: 159 mm
  • |
  • Dicke: 29 mm
  • 667 gr
978-1-57230-577-9 (9781572305779)
1572305770 (1572305770)
weitere Ausgaben werden ermittelt
Artin Göncü, PhD, is a professor in the department of Educational Psychology at the University of Illinois at Chicago (UIC). He received his doctorate in Developmental Psychology from the University of Houston. Previously, he served as Coordinator of the graduate program in Early Childhood Education at UIC, as a postdoctoral research fellow at the University of Utah, and as a Research Associate and a preschool teacher at the Human Development Lab at the University of Houston. Widely published, Dr. Göncü is a board member of the Piaget Society and Center for Research on Child Culture at Ankara University, in Turkey. He serves on the editorial boards of American Educational Research Journal, Early Education and Development, and the Bogazici University Journal of Education.

Elisa L. Klein, PhD, is an associate professor in the Department of Human Development and the Institute for Child Study at the University of Maryland at College Park, where she is currently a Lilly/Center for Teaching Excellence Fellow. She received her doctorate in Human Development and Family Studies from the Pennsylvania State University. Dr. Klein was previously on the faculty of the Ohio State University, where she also directed the University's Center for Young Children for three years. She recently served as Visiting Scientist and Child Development Research Fellow in the Administration on Children, Youth and Families of the U.S. Department of Health and Human Services, where she assisted in the development of the final report of the Head Start Family Child Care Demonstration project. The author of numerous articles, book chapters, and reviews, Dr. Klein has served on the editorial boards of Early Childhood Research Quarterly and Early Education and Development.
Part I: Introduction
1
Children in Play, Story, and School: A Tribute to Greta G. Fein
Artin Göncü and Elisa L. Klein

Part II: Children in Play
2
Play as Improvisational Rehearsal: Multiple Levels of Analysis in Children's Play
R. Keith Sawyer
3
Nonsocial Play as a Risk Factor in Social and Emotional Development
Charissa S. L. Cheah, Larry J. Nelson, and Kenneth H. Rubin
4
Transforming the ""Play-Oriented Curriculum"" and Work in Constructivist Early Education
Rheta DeVries
5
The Adult as a Tutor in Fostering Children's Symbolic Play
Anna Bondioli
6
Facilitating the Narrative Quality of Sociodramatic Play
Rivka Glaubman, Gabi Kashi, and Rina Koresh

Part III: Children in Story
7
Emotional Breaches in Play and Narrative
Brian Sutton-Smith
8
""He was the Best Daddy"": Postdivorce Preschoolers' Representations of Loss and Family Life
Patricia Herman and Inge Bretherton
9
""I'm So Glad I'm Glad"": The Role of Emotions and Close Relationships in Children's Play and Narrative Language
A. D. Pellegrini and Lee Galda
10
Playing ""Inside"" Stories
Lois A. Groth and Lynn Dietrich Darling

Part IV: Children in School
11
Day Care and the Strange Situation
Alison Clarke-Stewart, Virginia Allhusen, and Frits Goossens
12
Processes in the Formation of Attachment Relationships with Alternative Caregivers
Carollee Howes and Erin Oldham
13
Conceptual Gaps in the Lifespan Theory of Attachment
Nathan A. Fox and Yair Bar-Haim
14
Talking the Talk: Constructivist Teachers Guiding Children's Problem Solving
Michelle B. Patt and Artin Göncü
15
Visions and Realities of Achieving Partnership: Parent-School Relationships at the Turn of the Century
Douglas R. Powell
16
Contexts of Quality: Implications for U.S. Child-Care Policy
Elisa L. Klein and Louisa B. Tarullo

Part V: Conclusions
17
Suppose There Were a Hill in Richmond Hill
Greta G. Fein
"This volume honors Greta G. Fein, consummate authority on children's narrative and pretend play and leading figure in the hybrid discipline of child development/early education. Chapters from noted contributors present the latest research analysis and applications, rife with provocative ideas about social-emotional and symbolic development in context. This outstanding work should spur further research in the area for years to come. As such, it provides excellent fare for graduate-level courses and seminars in child development, family studies, early childhood education, and child-care policy."--James Johnson, PhD, College of Education, The Pennsylvania State University

"This marvelous work brings together many of the most productive and important names in early childhood research. The volume reflects the wonderful influence of Greta G. Fein, the outstanding early childhood educator who has consistently challenged the field with creative, inspired insights into young children's thinking and behavior. I plan to use it as a text in the graduate-level course I teach in Foundations of Early Childhood Education, and it will also be useful for other early childhood education and developmental psychology courses."--Dale C. Farran, PhD, Department of Teaching and Learning, Peabody College, Vanderbilt University

"This book contains a wealth of information. The impressive group of contributors elucidate the ways children learn and develop through planned and spontaneous play activities, and provide a broad array of ideas regarding their play. The emphasis on parents as partners in children's schooling is an especially vital concept."--Peggy L. Riethmiller, PhD, Professor Emeritus, College of Education, Michigan State University

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