Empowering Play in Primary Education
Routledge (Verlag)
978-1-032-34272-6 (ISBN)
The education system does not always promote or give primacy to play within the curriculum, yet research and policy alike acknowledge the importance of play for children and young people. Empowering Play in Primary Education addresses this issue, contributing innovative ideas about how teachers, teaching assistants and children may incorporate play within the classroom while also advocating for its use as a powerful tool for ensuring successful learning outcomes.
Packed with imaginative ideas and practical suggestions, this essential book combines theory with tried and tested practice to encourage and inspire teachers to make use of the pedagogy of play and enhance their children's learning experience. Topics explored within the book include but are not limited to:
Playful enquiry exploring the relationship between academic research and practitioner wisdom;
Practices of play within different settings;
Inclusive practice for play in the primary school;
Designing a high-quality, low-cost model for play in the Early Years;
Play within the wider school community, e.g., playful leadership and pedagogy as play.
This is an essential read for any teacher, teaching assistant, headteacher, senior leader or policy maker who wishes to embed more opportunities for play within their curriculum and school.
Aimee Durning is the Director of Inclusion & Community at the University of Cambridge Primary School, the first University Primary School in the country, which has a principled, research-informed approach to education. Sara Baker is a Professor in Developmental Psychology and Education at the University of Cambridge and a principal investigator in the Centre for Research on Play in Education, Development and Learning and has worked with teachers and early years educators throughout the UK. Paul Ramchandani is the LEGO Professor of Play in Education, Development and Learning at the University of Cambridge. He also works as a Consultant Child and Adolescent Psychiatrist in the NHS.
The state of play: (primary education) introduction; 1. Playful Enquiry: between academic research and practitioner wisdom; 2. Play instead of learning, or play as learning? Reconceptualising play for a new generation of children; 3. Practices of Play in Education: Play at home, school readiness, and a positive transition to school; 4. Inclusive Practice and Play in Primary Education; 5. Designing Opportunities for Play in Primary Education: A no-trade off approach to play and learning; 6. Risky play in primary schools; 7. BRAC Play Labs: Designing a High-Quality, Low-Cost Model for Eary Years; 8. Developing playful mathematical thinking in Ghanaian early primary classrooms through the use of the game ‘Achi’; 9. Becoming a Playful School; 10. Playful School Leadership: Being serious about leadership playfully; 11. Fostering Playful Learning in School through a Pedagogy of Play; Play is for children not for school
| Erscheinungsdatum | 10.08.2024 |
|---|---|
| Reihe/Serie | Unlocking Research |
| Zusatzinfo | 7 Tables, black and white; 21 Line drawings, black and white; 20 Halftones, black and white; 41 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 174 x 246 mm |
| Gewicht | 550 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| ISBN-10 | 1-032-34272-2 / 1032342722 |
| ISBN-13 | 978-1-032-34272-6 / 9781032342726 |
| Zustand | Neuware |
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