Learning Through Play in the Primary School

The Why and the How for Teachers and School Leaders
1. Auflage 2023
ISBN: 978-1-032-28421-7
Verlag: Routledge

Buch, Englisch, 156 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 251 g

Drawing on research to inform practice, this book is written for teachers and school leaders looking for guidance on how to successfully implement a play-based curriculum in the early years of primary school.

Learning Through Play in the Primary School unpacks the "why" and the "how" of embedding play-based pedagogies in the first three years of school. The book is divided into two sections, the first drawing on the latest research to outline the importance of play in a child’s development and emotional engagement in learning. The second section provides practical support and examples for how to embed play in a school curriculum to enhance young children’s learning. The practical section covers setting up an environment for guided play, demonstrating how to assess learning from play-based activities and how to report on outcomes, supported by checklists, vignettes, and case studies.

Written to facilitate the implementation of play-based learning in the primary school years, this book will be an essential guide for pre- and in-service teachers and school leaders.

Zielgruppe

Professional

Autoren/Hrsg.

Paatsch, Louise

Casey, Siobhan

Green, Amity

Stagnitti, Karen

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

1. Why Play in Schools? 2. The Brain, Learning, and Play 3. Communication, Language, and Pretend Play 4. Emotional understanding, Self-Regulation, and Play 5. Developing Personal Social Capabilities Through Play 6. Creative Thinking, Storytelling, and Play 7. Play Is Not an Add On: Rather a Way of Doing 8. How to Create a Play-based Approach to Learning 9. The Role of the Teacher in Supporting Children’s Play 10. Assessing and Reporting Play 11. Practical Suggestions and Examples of Children Learning Through Play

Über Autor(innen)

Louise Paatsch, Ph.D., is Professor in the School of Education at Deakin University, Australia. Her areas of research include children’s language, pretend play, and digital play, with a strong focus on metapragmatic and pragmatic language use. She also explores teachers' talk patterns in supporting children's language and play abilities.

Siobhan Casey, Ph.D., is a paediatric occupational therapist with extensive experience in working with children, families, and educators. She is a Supervisor with the Masters of Child Play Therapy, Deakin University, and delivers training, both nationally and internationally, through Learn To Play, Melbourne. She has a strong passion for supporting play-based learning in schools.

Amity Green, MAChPT, BASocWk, PGDipL&T, is an Academic and Supervisor in the Master of Child Play Therapy course, Deakin University, Australia. She is a registered Social Worker, Play Therapist and a registered teacher with Education Queensland, working with families and teachers of children requiring additional support at home and in mainstream schooling.

Karen Stagnitti, Ph.D., is Emeritus Professor in the School of Health and Social Development, Deakin University, Geelong, Australia. She has researched play for over three decades, working with families, teachers, community services, and schools. She has developed four play assessments and a therapeutic play approach called Learn to Play Therapy.