Professor Marilyn Fleer

Transcription

1 Play in the Early Years The Early Years Learning Framework is a key component of the Australian Government s National Quality Framework for early childhood education and care. Play-based learning is an important focus in both the Framework and in early childhood education degrees in Australian universities. Play in the Early Years is a comprehensive study of pedagogy and play in early childhood education by a globally recognised leader in the field. In this book, draws on 25 years of experience to examine how play has been thought about and used across time, culture and institutions, including in child care, family day care, schools and community groups. The book presents key research and theories about early childhood pedagogy and play, and analyses these from historical, classical and contemporary perspectives. Vignettes, photographs and real-world examples help students connect theory to practice, while end-of-chapter glossaries help to consolidate understanding of key concepts and ideas. Accessible and engaging, Play in the Early Years is an invaluable resource for practitioners and undergraduate students of early childhood education, and TAFE students in Children s Services. Professor is the Foundation Chair of Early Childhood Education at Monash University, Australia, and is the President of the International Society for Cultural Activity Research.

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3 Play in the Early Years

4 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Cambridge University Press is part of the University of Cambridge. It furthers the University s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Information on this title: / Cambridge University Press 2013 This publication is copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2013 Reprinted 2014 Cover design by Zo Gay (Damage Design) Typeset by Aptara Corp. Printed in Singapore by C.O.S. Printers Pte Ltd A catalogue record for this publication is available from the British Library A Cataloguing-in-Publication entry is available from the catalogue of the National Library of Australia at ISBN Paperback Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 Telephone: (02) Facsimile: (02) info@copyright.com.au Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

5 Contents Acknowledgements ix CHAPTER 1 PERSPECTIVES ON PLAY 1 Introduction 2 Play memories 3 Intergenerational play memories 10 Educator views on play 12 Defining play 16 A developmental or maturational view of play 20 A critical or feminist poststructuralist view of play 20 A cultural-historical view of play 21 Early childhood academic views of play 22 Analysing beliefs and practices about play 23 Conclusion 25 Acknowledgement 26 Glossary 26 References 27 CHAPTER 2 INFANTS AND CHILDREN S PERSPECTIVES ON PLAY 30 Introduction 31 Understanding infants and children s perspectives 32 What children say about their play 37 Creating the pedagogical conditions for gaining the child s perspective 40 Engineering play themes 40 Providing interesting and stimulating environments for play 44 Analysing play 47 Using poststructuralist lenses 48 Play in undemocratic institutions 53 Play as a regime of truth, practice and thought in childhood education 54 Conclusion 56 Glossary 58 References 58 CHAPTER 3 FAMILIES AT PLAY 61 Introduction 62 Historical understanding of play 63 Learning to play 64 v

6 Contents Conclusion 74 Acknowledgement 74 Glossary 74 References 74 CHAPTER 4 PLAYING IN COMMUNITIES, CLASSROOMS AND CENTRES 75 Introduction 76 Cultural-historical understanding of play 77 How do we support play in schools? 91 How do we support play in after-school care programs? 95 Conclusion 96 Acknowledgement 97 Glossary 97 References 97 CHAPTER 5 CLASSICAL, GRAND, DEVELOPMENTAL AND POST-DEVELOPMENTAL THEORIES OF PLAY 99 Introduction 100 Analysing play observations 102 Classical theories of play 103 Play within the grand theories 106 Developmental theories of play 110 Post-developmental theories of play 113 Using play models for analysis of observations 132 Conclusion 133 Acknowledgement 133 Glossary 133 References 134 CHAPTER 6 PLAY IN THE CURRICULUM 137 Introduction 138 Analysing play in the curriculum 139 The elasticity of curricula: a case example from Australia 141 A socio-cultural curriculum: a case example from New Zealand 143 Reggio Emilia Italy 145 The playing learning child: a case example from Sweden 146 Developmental education: a case example from the Netherlands 149 vi

7 Contents Exploring universal Western constructions of play and country-specific conceptualisations of play 154 Heuristic play and inquiry-based learning for infants 160 Conclusion 162 Acknowledgement 162 Glossary 163 References 164 CHAPTER 7 PLANNING FOR PLAY DEVELOPMENT 167 Introduction 168 The relations between play, learning and development 169 Challenges for play, learning and development 171 Theory of mind and play 173 Play and imagination 174 Pedagogy for developing play complexity 175 Landscapes for supporting play complexity 178 Supporting the youngest players: building relationships in play 180 The development of multiliteracies through play 183 Leadership through play 184 Conclusion 185 Glossary 185 References 186 CHAPTER 8 CULTURAL TECHNOLOGIES AND PLAY 189 Introduction 190 Infants and children s technological contexts 192 Technological toys 194 Case study: technologies as tools in play 198 Conclusion 212 Acknowledgements 213 Glossary 213 References 214 CHAPTER 9 ASSESSING PLAY, ASSESSING THROUGH PLAY AND ASSESSING FOR PLAY 216 Introduction 217 Assessment through play 218 Assessment of play 223 vii

8 Contents Assessment for play 226 What theory drives your play practices? 228 Self-assessment of play practice: what theory drives your beliefs? 229 Conclusion 234 Acknowledgement 235 Glossary 235 References 235 CHAPTER 10 BEING A PLAY ACTIVIST 237 Introduction 238 Advocating for play 239 Discourses 240 Taking a position: banning play 241 Taking a position: gendered play in the school playground 243 Play as a leading activity in early childhood 245 Conclusion 247 References 247 Index 249 viii

9 Acknowledgements Assistance from Feiyan Chen and Shirley Cheong was very much appreciated. In addition, critical feedback from Chris Peers and the anonymous reviewers was greatly valued as it helped to fine-tune the manuscript throughout its development. Nina Sharp, Philippa Whishaw and their colleagues from Cambridge University Press provided support and encouragement throughout the development of the manuscript. I acknowledge and value the assistance of all of these people, and the many workshop participants who contributed to the figures shown in this book, and those who generously shared their childhood play memories. Specific acknowledgements to individuals are made in selected chapters. ix