"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 emotionalengagement 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 essentialguide for pre- and in-service teachers and school leaders"--
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 childs 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 childrens 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.
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.
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 Childrens Play
10. Assessing and
Reporting Play
11. Practical Suggestions and Examples of Children Learning
Through Play
Louise Paatsch, Ph.D., is Professor in the School of Education at Deakin University, Australia. Her areas of research include childrens 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.
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