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El. knyga: Postdevelopmental Approaches to Play

Edited by (Middlesex University, UK), Edited by (Middlesex University, UK)
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This book deconstructs traditional developmentalist logic around play and explores play in the broadest sense.

This book deconstructs traditional developmentalist logic around play and explores play in the broadest sense.

It deconstructs traditional developmentalist logic around play where the focus is on what play enables children's bodies and brains to do and become. This book includes contributions from academics and practitioners based in Australia, Canada, Finland, South Africa, the USA and the UK and explores play in the broadest sense, making space for the myriad forms that play takes for both children and adults connected to children in childhood contexts. By broadening the definition and being open to the ways that play emerges through research and pedagogy this book disrupts and extends existing ideas (and practices) in early childhood. The contributors offer alternative ways of thinking about play in childhood, including those emerging from indigenous, posthumanist, feminist new materialist, social semiotic, socio-cultural, aesthetic and multimodal approaches to childhood.

Recenzijos

Challenging established understandings of play and its contributions to childrens lives and learning, this engaging book proposes other reasons for valuing play, other means of encouraging it to emerge. Descriptions of play, paired with personal reflections and theoretical contexts, invite readers to imagine possibilities for being child no matter our age. -- Christine Marmé Thompson, Emeritx Professor, Penn State University, USA

Daugiau informacijos

This book deconstructs traditional developmentalist logic around play and explores play in the broadest sense.

Series Editor's Introduction
Introduction, Jayne Osgood and Victoria de Rijke (Middlesex University, UK)
1. Playing with Absence and Presence on Stolen Land, Angela Molloy Murphy (University of Melbourne, Australia) and Meagan Montpetit (Western University, Canada)
2. Speculative Play: Exploring the (De)Legitimation and Binary Boundaries of Play, Candace R. Kuby (University of Missouri, USA) and Tara Gutshall Rucker (Elementary School Teacher in Missouri, USA)
3. Speculative Movement in Play Methodologies for Postdevelopmental Pedagogies, Ruth Churchill-Dower (Manchester Metropolitan University, UK)
4. Re-storying Indigenous African games: Researchers Playing With the Digital in Sub-Saharan Africa, Theresa Giorza (University of the Witwatersrand, South Africa), Rose-Anne Reynolds (University of Cape Town, South Africa) and Karin Murris (University of Oulu, Finland)
5. Documenting Play Through Social Media: Troubling Progress Narratives and Opening Whole Worlds of Stuff, Jo Albin-Clark (Edge Hill University, UK)
6. Playful Country; The Magic of Skin Thinking, Stories & Stars, Sarah Jane Moore (University of New South Wales, Australia)
7. Reflections on Stories of Children at Play with Le Lion et La Souris: A Nature-Based Playgroup in Montreal, Maija-Liisa Harju (McGill University, Canada)
8. Toying with Companion Creatures: Childlike Invitations to Philosophize Beyond Established Categories, Magda Costa Carvalho (University of the Azores, Portugal) and Joanna Haynes (Plymouth University, UK) and David K. Kennedy (Montclair State University, USA)
9. Play and Children's Learning, Mary Caroline Rowan (Concordia University, Canada)
10. Serious Play: String Figuring as Seriously Playful Activism, Jayne Osgood and Victoria de Rijke (Middlesex University, UK)
Conclusion, Jayne Osgood and Victoria de Rijke (Middlesex University, UK)
References
Index

Jayne Osgood is Professor of Education at Middlesex University, UK. She is co-series editor, with Veronica Pacini-Ketchabaw, of the Feminist Thought in Childhood Research series, and co-series editor, with Mona Sakr of the Postdevelopmental Approaches to Childhood series, both published by Bloomsbury.

Victoria de Rijke is Professor of Education at Middlesex University, UK.
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