Peer play and relationships in early childhood : international research perspectives / Avis Ridgway, Gloria QuinÌ<U+0083>ones, Liang Li, editors.

Format:

Book

Contributor:

Ridgway, Avis, editor.

QuinÌ<U+0083>ones, Gloria, editor.

Li, Liang, editor.

ProQuest ebook central.

Series:

International perspectives on early childhood education and development ; v. 30.

International perspectives on early childhood education and development, 2468-8746 ; volume 30

Language:

English

Subjects (All):

Early childhood education.

Play.

Interpersonal relations in children.

Physical Description:

1 online resource (xi, 242 pages) : illustrations.

Place of Publication:

Cham : Springer, [2020]

System Details:

text file

Contents:

Intro

Foreword

References

Contents

Contributors

Chapter 1: International Perspectives on Peer Play and Relationships in Early Childhood Settings

1.1 Introduction

1.2 Valuing the Research Narratives in Peer Play

1.3 Reconceptualising Peer Play

1.4 Theorising the Social Essence of Peer Play Relationships

1.5 Conclusion

Chapter 2: Long-Term Peer Play and Child Development

2.1 Introduction

2.2 Story Form and Narrative Learning in Play

2.3 The Unit of Pretend Play

2.4 Case Study of Long-Term Peer Play

2.4.1 Research Problems

2.4.2 Method

2.4.3 Participants

2.4.4 Hazel's Story Mode Experience

2.5 Long-Term Peer Play "Bunnies of Cabbage Hill"

2.5.1 Prior History of Joint Play

2.6 Bunnies of the Cabbage Hill

2.6.1 The Bunnies

2.6.2 Crafting Props and Roles

2.6.3 Attractive Play Themes and Events

2.7 Tension Between "Adult" and "Child" Bunny Roles

2.7.1 TV-Series Adapted to Bunny World

2.7.2 Bunnies as "Rock Stars"

2.8 Play Types over Six Years

2.8.1 Preparatory Role Play (3.5-5.5 Years)

2.8.2 Role Play with Bunny Puppets (5-7 Years)

2.8.3 Tension Between Role Characters (Director's Play 7-9.5 Years)

2.8.4 Self-Oriented Identity Play (Advanced Director's Play (9.5-11.5 Years))

2.9 Conclusion

Chapter 3: Toddler and Older Peer Play: Agentic Imagination and Joyful Learning

3.1 Introduction

3.1.1 Growing Awareness

3.1.2 Joyful Learning

3.1.3 Looking Closely

3.2 Theoretical Considerations

3.2.1 Initiating a Socially Situated Experience

3.2.2 Social Relations and Learning Process

3.2.3 Agentic Imagination in Social Situation

3.2.4 Relationships, Feelings and Situated Context

3.3 Methodological Considerations

3.3.1 Ethical Considerations

3.4 Visual Narrative Case Example: Toddler and Older Peer Water Play

3.4.1 Situated Context

3.4.2 Visual Narrative

3.5 Discussion of Case Example Findings

3.6 Conclusion

Chapter 4: Digital Peer Play: Meta-imaginary Play Embedded in Early Childhood Play-Based Settings

4.1 Introduction

4.2 Theoretical Foundations

4.3 Study Design

4.3.1 Study Context

4.3.2 Activity Setting

4.3.3 Data Gathering

4.4 Findings

4.4.1 Holistic Conception of Digital Play Practices

4.4.2 Peer-Initiated Play

4.4.3 Adult-Initiated Play-Inquiry

4.4.4 Adult in the Imaginary Play Situation - In Role or as the Narrator

4.4.5 Digital Placeholders and Virtual Pivots to Support Imaginary Play Within Digital Meta-imaginary Situations

4.5 Conclusion

Chapter 5: Engineering Peer Play: A New Perspective on Science, Technology, Engineering, and Mathematics (STEM) Early Childhood Education

5.1 Block Play, Learning, and Engineering: An Introduction

5.2 Peer Play and Engineering Design

5.3 Observing Engineering Peer Play with Blocks

Notes:

Includes bibliographical references.

Electronic reproduction. Ann Arbor, MI Available via World Wide Web.

Description based on print version record.

Other Format:

Print version: Peer play and relationships in early childhood

ISBN:

9783030423315

303042331X

Publisher Number:

40030099349

9783030423308

10.1007/978-3-030-42

Access Restriction:

Restricted for use by site license.