Re-Exploring Play and Playfulness in Early Childhood Teacher Education
Routledge (Verlag)
978-1-032-32591-0 (ISBN)
This book explores early childhood teacher educators’ lived experiences in designing and implementing intentional play-based approaches in teaching preservice teachers. The chapters cover action research, teaching stories about playful classroom practices, and diverse narratives about developing preservice teachers’ positive views toward play. Early childhood teacher educators will be encouraged to (re)explore their beliefs about the roles of play and playfulness in higher education. Readers will learn playful strategies to actively engage preservice teachers in building meaningful knowledge about play and how to use play to support young children’s learning across varied cultural contexts, experiences, and individual differences.
Melanie K. Felton has been an Associate Professor and Director of Early Childhood Education at College of Saint Mary in Omaha, Nebraska, for over 30 years, teaching undergraduate and graduate courses in Early Childhood Education, Lifespan Development, and Educational Psychology. She taught 3–5-year-olds in a multi-age full-day program at Iowa State University Child Development Laboratory School and created the first Prekindergarten program for St. Albert Catholic Schools in Council Bluffs, Iowa. Diana H. Cortez-Castro is the Program Coordinator and Faculty of Teacher Education at Texas Southmost College. She has 16+ years of experience in Hispanic-serving institutions, developing and teaching courses in Early Childhood Education, Curriculum and Instruction, Bilingual Education, and Educational Psychology. Dr. Cortez-Castro is an active advocate for children's right to play and has organized Community Play Days promoting sustainability, equity, and diversity since 2008.
List of Contributors
Preface
Part 1: Examining the Re-Exploration of Play and Playfulness in Early Childhood Teacher Education
Chapter 1: (Re)-Exploring Intentional Teaching using Playful Pedagogy and Andragogy
Chapter 2: Try-It: Encouraging Teacher Candidates to Use Play-Based Strategies with Young Children
Chapter 3: The Impact of a Community-Based Experience on Preservice Teachers’ Perceptions of Play
Chapter 4: Teacher Educators’ Perspectives, Beliefs, and Practices
Chapter 5: Play3: Integrating Play in Courses, Field Experience, and Our Lives
Part 2: Strategies to Support Play and Playfulness in Early Childhood Teacher Education
Chapter 6: Exploring Creativity and the Arts through Play in an Early Childhood Learning Lab
Chapter 7: Creating Stories of the Heart for Young Children: Developing Early Literacy through Play and Storyography
Chapter 8: Tinker Time for Preservice Teachers: Building Skills for STEM Play with Diverse Learners
Chapter 9: Play, Health and Well-Being in Early Childhood Teacher Education
Chapter 10: ¡Vamos a Jugar! “Let’s Play” in Teacher Preparation Programs
Chapter 11: Global Playful Concientización as Playful Praxis: A Latina’s Testimonio of Learning/(Un)Learning and Social Justice in Playing the Game of Life
Chapter 12: Play and Playfulness in Remote Early Childhood Teacher Education
Part 3: In Closing: Continuing the Re-Exploration and Moving Forward
Chapter 13: Learning from Diverse Voices of Early Childhood Teacher Educators: Research, Reflections and Possibilities
Index
| Erscheinungsdatum | 23.07.2024 |
|---|---|
| Zusatzinfo | 4 Tables, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 421 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-032-32591-7 / 1032325917 |
| ISBN-13 | 978-1-032-32591-0 / 9781032325910 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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