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Review
'This is an authoritative and detailed analysis of the complexities of children's play in different situations. It is made more accessible by the 'reflection points' scattered through the text that encourage the reader to link theory with examples drawn from their own practice. It is an excellent up to date source of reference, and will be of significant interest to anyone wanting to understand more about the true nature of young children's play and how to enhance it' - Early Years Update
'This is a fascinating textbook about the role of play within the early years sector and highlights how the target-driven approach can create stress for practitioner and child...[This book is] very readable with interesting case studies. It would certainly prompt good discussion at a staff meeting' - Children and Young People Now
'Designed to help practitioners at all stages of their professional development to understand different aspects of learning through play, the best thing about the book is the enthusiasm each author brings to sharing their research interests with readers. The authors demonstrate how their work can help practitioners to enrich children's early experiences in childcare and education settings, giving them access to deep thinking about the power of play and the confidence to apply new understandings to their own settings' - Angela Anning, Emeritus Professor, University of Leeds and Visiting Professor, Leeds Metropolitan University
'This is a fascinating textbook about the role of play within the early years sector and highlights how the target-driven approach can create stress for practitioner and child...[This book is] very readable with interesting case studies. It would certainly prompt good discussion at a staff meeting' - Children and Young People Now
'Designed to help practitioners at all stages of their professional development to understand different aspects of learning through play, the best thing about the book is the enthusiasm each author brings to sharing their research interests with readers. The authors demonstrate how their work can help practitioners to enrich children's early experiences in childcare and education settings, giving them access to deep thinking about the power of play and the confidence to apply new understandings to their own settings' - Angela Anning, Emeritus Professor, University of Leeds and Visiting Professor, Leeds Metropolitan University
Review
'This is an authoritative and detailed analysis of the complexities of children's play in different situations. It is made more accessible by the 'reflection points' scattered through the text that encourage the reader to link theory with examples drawn from their own practice. It is an excellent up to date source of reference, and will be of significant interest to anyone wanting to understand more about the true nature of young children's play and how to enhance it' -
Early Years Update
Early Years Update
'This is a fascinating textbook about the role of play within the early years sector and highlights how the target-driven approach can create stress for practitioner and child...[This book is] very readable with interesting case studies. It would certainly prompt good discussion at a staff meeting' -
Children and Young People Now
'Designed to help practitioners at all stages of their professional development to understand different aspects of learning through play, the best thing about the book is the enthusiasm each author brings to sharing their research interests with readers. The authors demonstrate how their work can help practitioners to enrich children's early experiences in childcare and education settings, giving them access to deep thinking about the power of play and the confidence to apply new understandings to their own settings' -
Angela Anning, Emeritus Professor,
University of Leeds and Visiting Professor, Leeds Metropolitan University
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2 of 2 people found the following review helpful
Format:Paperback
Play and Learning in the Early Years: From Research to Practice
At last a book that really considers children as children. This is a book that will be invaluable to the early years debate. Each contributer cleary shows how they have valued and listened to children through their different research approaches. I could not put it down as each chapter teased discussion and reflective thinking. In Particular I enjoyed Chapter 1 pg 11, Wood challenges early years practice stating 'practitioners need to develop integrated pedagogies, which are informed by'inside-out' perspectives. To understand play we need to understand the child's perceptive, not just an adults , to make meaning. This theme continues to be drawn out by Torvey in Chapter 5 pg83 as she discusses the value of risk in play 'Environments where children are discouraged from taking risks, where adults themselves are anxious and fearful, are less likely to develop the disposition to persist'. And Worthington in Chapter 7 pg123 explores making meaning from a socio cultural perspective to childrens drawings. ' 'You do need to see children and know the children and to have followed their inteest to really engage and to undestand their drawing'. In chapter 9 Howard emphasises again the importance of children's perceptions, and using this information to plan stimulating and dynamic environments 'where children can adopt a playful mode of action that has a poisitive impact on task performance'. This is very similar to the approach by Reggio Emelia, who see the environment as the third teacher. I liked the reference to children becoming like 'An arrow rich archer' again this parallels the view of Loris Malaguzzi (Reggio Emelia) when he speaks about 'The Hundred Languages of Children'.
A valuable book for all adults who value children. Lesley
At last a book that really considers children as children. This is a book that will be invaluable to the early years debate. Each contributer cleary shows how they have valued and listened to children through their different research approaches. I could not put it down as each chapter teased discussion and reflective thinking. In Particular I enjoyed Chapter 1 pg 11, Wood challenges early years practice stating 'practitioners need to develop integrated pedagogies, which are informed by'inside-out' perspectives. To understand play we need to understand the child's perceptive, not just an adults , to make meaning. This theme continues to be drawn out by Torvey in Chapter 5 pg83 as she discusses the value of risk in play 'Environments where children are discouraged from taking risks, where adults themselves are anxious and fearful, are less likely to develop the disposition to persist'. And Worthington in Chapter 7 pg123 explores making meaning from a socio cultural perspective to childrens drawings. ' 'You do need to see children and know the children and to have followed their inteest to really engage and to undestand their drawing'. In chapter 9 Howard emphasises again the importance of children's perceptions, and using this information to plan stimulating and dynamic environments 'where children can adopt a playful mode of action that has a poisitive impact on task performance'. This is very similar to the approach by Reggio Emelia, who see the environment as the third teacher. I liked the reference to children becoming like 'An arrow rich archer' again this parallels the view of Loris Malaguzzi (Reggio Emelia) when he speaks about 'The Hundred Languages of Children'.
A valuable book for all adults who value children. Lesley
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