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LEADER: 05862cam 22006014a 4500
001 ocm46383436
003 OCoLC
005 20191021235711.0
008 010301s2002 maua b 001 0 eng
010 $a 2001022434
040 $aDLC$beng$cDLC$dMUQ$dBAKER$dBTCTA$dYDXCP$dOCLCG$dIG#$dGEBAY$dY9U$dOCLCF$dOCLCO$dOCLCQ$dPAU$dEUQ$dUWO$dDCHUA$dOCLCO$dOCLCQ$dPZS$dOCLCA
019 $a1065143343$a1069391150$a1082414017$a1083417191$a1084395626
020 $a0205296505$q(alk. paper)
020 $a9780205296507$q(alk. paper)
035 $a(OCoLC)46383436$z(OCoLC)1065143343$z(OCoLC)1069391150$z(OCoLC)1082414017$z(OCoLC)1083417191$z(OCoLC)1084395626
042 $apcc
050 00 $aLB1139.35.P55$bF76 2002
082 00 $a372.21$221
100 1 $aFromberg, Doris Pronin,$d1937-
245 10 $aPlay and meaning in early childhood education /$cDoris Pronin Fromberg.
260 $aBoston :$bAllyn and Bacon,$c℗♭2002.
300 $axii, 196 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 175-188) and index.
505 0 $aSection One: Vision informs dynamic theory -- 1. What is worthwhile learning? -- Toward a dynamic theory of play and meaning -- Linear academic teaching -- Nonlinear intellectual teaching -- Ethical teaching -- Meaning 2. A definition of play: conditions for integrated learning -- What is play? -- The continuum of psychological-individual and sociocultural perspectives on play -- The many dimensions of play -- 3. A vision of play in early childhood education -- Imagine classrooms -- What are some characteristics of play that span development? -- The disciplined freedom of play -- 4. What research says about play and meaning in early childhood: play as integrated learning -- Play influences development -- The influences of play -- Brain research and meaning -- Influence of enrichment and connections -- Influence of feedback and stress -- Influence of early experiences -- Influence of personal meaning.
505 0 $aSection Two: Nonlinear theories that function like play: theory informs practice -- 6. Sociodramatic play and script theory: sociodramatic play as representation -- Script theory and narrative structures -- Diverse cultural context and content -- Play grammar -- 7. Chaos and complexity theory -- Sensitive dependence on initial conditions -- Self-organization of systems -- Fractals -- Complexity theory and phase transitions: some final thoughts -- 8. Theory of mind -- Toward a dynamic theory of play and meaning -- Section Three: Integrating dynamic practice -- 9. Beginning with nonlinear environmental design -- 10. Classroom organization -- How might teachers influence children's development -- 11. Building play into curriculum strands: play is a condition for learning -- Quantitative knowing -- Physical knowing -- Social knowing -- Representational knowing -- Planning for varied representational forms -- Play with many forms of knowing -- 12. Dynamic themes: weaving the strands -- Teachers and children construct dynamic themes -- Teachers match dynamic themes, experiences and children -- How nonlinear theory works (and plays out) in nonlinear practice -- Integrating meaning with dynamic themes and play.
505 0 $aSection Four: Dynamic issues -- 13. Present and future issues: the power of play -- Cultural contexts -- Teachers appreciate diversity -- Work-play issues -- The influence of Western European traditions on early childhood education -- 14. Controversial subject matter -- Play as an assessment tool -- Play and controversial subject matter: some final thoughts -- 15. Nonlinear dynamic theory and practice in a linear context -- Advocating for children's play: some questions and answers for parents and other policy makers -- Ways to communicate children's progess to parents -- What is the role of play in early education for the future? -- Play themes.
520 $aFocusing on ages 0-8, this book integrates contemporary theories of play with curriculum practice. This book matches the process of teaching young children to the ways in which young children develop meaning. It provides a bridge between child development and curriculum studies. The book is divided into four sections: two theoretical and two practical. The theoretical sections make concepts accessible by providing clear definitions, specific examples, and illustrating their relationship to play. The practical sections deal with how to develop environmental design, begin the year, organize a classroom, and implement numerous practical ways for teachers to use playful approaches in early childhood instruction. -- From product description.
650 0 $aPlay.
650 0 $aEarly childhood education.
650 6 $aJeu.
650 6 $aE ducation de la premie re enfance.
650 7 $aEarly childhood education.$2fast$0(OCoLC)fst00900596
650 7 $aPlay.$2fast$0(OCoLC)fst01066938
650 7 $aKleinkinderziehung$2gnd
650 7 $aSpiel$2gnd
650 7 $aKind$2gnd
650 7 $aErziehung$2gnd
776 08 $iOnline version:$aFromberg, Doris Pronin, 1937-$tPlay and meaning in early childhood education.$dBoston : Allyn and Bacon, ℗♭2002$w(OCoLC)622087091
856 42 $3The James Hosmer Penniman Book Fund Home Page$uhttp://hdl.library.upenn.edu/1017.12/366263
938 $aBaker & Taylor$bBKTY$c52.00$d52.00$i0205296505$n0003363614$sactive
938 $aBaker and Taylor$bBTCP$n2001022434
938 $aIngram$bINGR$n9780205296507
938 $aYBP Library Services$bYANK$n1801216
029 1 $aAU@$b000022444538
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029 1 $aNZ1$b6115563
029 1 $aUNITY$b101608632
994 $aZ0$bP4A
948 $hHELD BY P4A - 319 OTHER HOLDINGS