This book provides direct solutions to the question, How do we save play in a standard-driven educational environment? This book provides theoretical/historical foundation of connection between play and literacy, applied research studies, and practical strategies to connect play and literacy in early childhood and in teacher education.
This book provides direct solutions to the question, How do we save play in a standard-driven educational environment? This book provides theoretical/historical foundation of connection between play and literacy, applied research studies, and practical strategies to connect play and literacy in early childhood and in teacher education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Myae Han is professor of early childhood education in the Department of Human Development and Family Sciences at the University of Delaware. James E. Johnson is professor of early childhood education in the Department of Curriculum and Instruction in the College of Education at The Pennsylvania State University.
Inhaltsangabe
List of Figures List of Tables Preface Acknowledgments Introduction Section I. Foundation of Play and Literacy Chapter 1. History of Play and Literacy Research: Contribution of Dr. James F. Christie Myae Han Chapter 2. The Book-Play Paradigm in Early Literacy Pedagogy Kathleen A. Roskos Section II. Play and Books Chapter 3. "I wrote a Mona Lisa!" Preschoolers' Play During Traditional and Digital Writing Renée Casbergue and Julie Parrish Chapter 4. Children's Literature as a Means to Provide Time for Playful Learning While Meeting Academic Standards M. Angel Bestwick Chapter 5. Responsive Play: Exploring Language and Literacy Through Play as Reader Response Tori K. Flint Section III. Classroom Dynamics Chapter 6. Play and Emerging Literacy: A Comparative Analysis of Kindergarten and Mixed-Age (K-2) Children's Scaffolding During Symbolic Play Transformations Sandra J. Stone & Brian A. Stone Chapter 7. Preschool Teachers' Responsive Interactions in the Dramatic Play Center and Children's Vocabulary Outcomes Sohyun Meacham & Myae Han Section IV. Teacher and Adult Education Chapter 8. Re-Learning to Play: Mediating Pre-Service Teachers' Exploration of Drama-Based Instruction Timothy M. Vetere & Matthew E. Poehner Chapter 9. Play Element and Dynamics of Interaction in an Adult L2 Classroom with the Communicative Language Teaching (CLT) Approach Marine Pepanyan & Sohyun Meacham Index About the Contributors
List of Figures List of Tables Preface Acknowledgments Introduction Section I. Foundation of Play and Literacy Chapter 1. History of Play and Literacy Research: Contribution of Dr. James F. Christie Myae Han Chapter 2. The Book-Play Paradigm in Early Literacy Pedagogy Kathleen A. Roskos Section II. Play and Books Chapter 3. "I wrote a Mona Lisa!" Preschoolers' Play During Traditional and Digital Writing Renée Casbergue and Julie Parrish Chapter 4. Children's Literature as a Means to Provide Time for Playful Learning While Meeting Academic Standards M. Angel Bestwick Chapter 5. Responsive Play: Exploring Language and Literacy Through Play as Reader Response Tori K. Flint Section III. Classroom Dynamics Chapter 6. Play and Emerging Literacy: A Comparative Analysis of Kindergarten and Mixed-Age (K-2) Children's Scaffolding During Symbolic Play Transformations Sandra J. Stone & Brian A. Stone Chapter 7. Preschool Teachers' Responsive Interactions in the Dramatic Play Center and Children's Vocabulary Outcomes Sohyun Meacham & Myae Han Section IV. Teacher and Adult Education Chapter 8. Re-Learning to Play: Mediating Pre-Service Teachers' Exploration of Drama-Based Instruction Timothy M. Vetere & Matthew E. Poehner Chapter 9. Play Element and Dynamics of Interaction in an Adult L2 Classroom with the Communicative Language Teaching (CLT) Approach Marine Pepanyan & Sohyun Meacham Index About the Contributors
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