The importance of play for healthy development is undeniable. Aspects of play have been linked to the development of social skills, health and fitness, motivation, curiosity, innovation, imagination, and problem solving. Both theory and research suggest that play of various types is critical for healthy development and that playfulness is an important quality across the life span. However, opportunities to play and quality of play facilities in schools, after-school programs, childcare centers, community parks, and museums are not equitable by race, socio-economic status, and ability. And racial profiling, immigrant status, illness, and incarceration interfere with child's play. The first section of the book defines play and social justice and describes disparities in play opportunities in childcare, schools, and communities as well as inequities in how play is interpreted. The next section describes pre-school, elementary, high school, and university programs that use play to liberate, teach, and build community as well as after-school, hospital, and community programs that help to level the playing field of opportunity. The final part of the book discusses ways to ameliorate inequities through research and advocacy. Four research methods are described that are useful for conducting studies on the amount of play children experience, attitudes toward play, and the effect of play on other variables. Finally, a child, a parent, and a teacher describe ways they tried to obtain more recess, using various methods of advocacy. The appendix provides resources indispensable for those convinced that play for all is indeed a social justice issue worthy of advocacy.
Rezensionen / Stimmen
"This book is a comprehensive treatment of Play and it represents a milestone in Play research, practice, and advocacy. This compilation of perspectives, insights, and critical analyses across wide-ranging contexts is an accomplishment of the highest order. It is an important read in a changing world where Play is undervalued and under threat."
-Darrel R. Davis, Professor, Assistant Chair, Educational Psychology, Researcher on Play, Technology, and Human Development, Miami University, Ohio "Play and Social Justice: Equity, Advocacy, and Opportunity is a vital resource for all who recognize the critical place of play in the lives of all children. The contributors have not only meticulously outlined the current inequities of play, particularly for children and communities of marginalized groups, but they have also given us clear, powerful examples of how to advocate and promote play. Thank you for leading the way to play as a form of social justice!"
-Debora Wisneski, Professor Teacher Education Department University of Nebraska, Omaha; Past President of The Association for the Study of Play (TASP); Co-editor, Reconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity "Play and Social Justice: Equity, Advocacy, and Opportunity presents valuable insights into the connections between play and social justice in the lives of children. This is exploration of the topic is an important read for any individual who hopes to create opportunities for children to learn and grow through the process of play while developing the consciousness required to transform their world for the better. It is a welcome addition to the collection of scholarship that aims to humanize the experiences of children and the value of play in our world."
- Brian Williams, Director, Alonzo A. Crim Center for Urban Educational Excellence; Clinical Professor, Department of Early Childhood and Elementary Education; College of Education and Human Development, Georgia State University
Reihe
Auflage
Sprache
Verlagsort
Zielgruppe
Editions-Typ
Illustrationen
Maße
Höhe: 225 mm
Breite: 150 mm
Dicke: 18 mm
Gewicht
ISBN-13
978-1-4331-9697-3 (9781433196973)
Schweitzer Klassifikation
Olga S. Jarrett (PhD, Georgia State University) is Professor Emerita in the Department of Early Childhood and Elementary Education at Georgia State University. She is a play researcher and evaluator, former president of both TASP and IPAUSA, and recipient of the Martin Luther King Faculty Torch of Peace Award (GSU) and awards from TASP, US Play Coalition, IPAUSA, and the NAEYC Play, Policy, and Practice Interest Forum.
Vera L Stenhouse (PhD, Emory University) is an inter- and multi-disciplinary educator, independent researcher, evaluator, and facilitator with a focus on the sociopolitical contexts of teaching and learning, K-12 through higher education. Stenhouse has presented and written about play and social justice and encourages playful/experiential pedagogical practices when teaching and learning.
John A. Sutterby (PhD, University of Texas Austin) is Associate Professor of Early Childhood Education at The University of Texas at San Antonio and a former president of The Association for the Study of Play. Dr. Sutterby's research interests include outdoor play environments, family involvement, and working with families of English language learners.
Michael M. Patte (PhD, Pennsylvania State University) is Professor of Early Childhood Education and Program Coordinator for the Child Life Specialist and Playwork Programs at Bloomsburg University. He is a visiting scholar in the Play, Education, Toys, and Language (PETaL) - Erasmus Mundus Joint Masters Degree Program University of Cordoba (Spain), Polytechnic Institute of Lisbon (Portugal), and Marmara University (Turkey) - and Co-Editor of The International Journal of Play (https://www.tandfonline.com/toc/rijp20/current).
Play and Social Justice: The Issues - The Nature of Play and the Nature of Social Justice - Issues, Disparities, and Inequities in Play Opportunity - Leveling the Playing Field - Teaching and Pedagogical Practices - Community and Institutional Programs and Programming - Play Research Methods and Advocacy - Appendix Resources for Play Advocates - Index - About the Authors.
