|ABOUT THE BOOK|
Discover ways to provide a strong curricular approach for young children’s learning while endorsing a playful pedagogy. The articles in this collection emphasize using play to promote children’s skills in problem solving, decision making, and self-regulation; engaging diverse learners in play activities; and partnering with families to further children’s playful learning. Specific topics include ways educators can
Included is a professional development guide with questions and activities to help readers reflect on current teaching practices and inspire them to incorporate new ones. In “A Conversation About Play” by NAEYC’s Peter Pizzolongo and Kyle Snow, they discuss the value of play as something that children engage in “just because” and as a way that children learn. The examples in this article provide information for two of the activities in the professional development guide.
"Each article in this rich publication broadens and sometimes challenges readers’ ideas of what quality play experiences and environments provide for young children. This volume is a useful resource for those who are engaged with young children in playful learning environments, from classrooms to homes, libraries, museums, and more. The memos that accompany each article add meaningful commentary and urge all of us to become play advocates for children."
— Jeri Robinson, Vice President, Early Childhood Initiatives, Boston Children’s Museum
"It has often been said that play is children’s work. However, as noted in the introduction to this book, play is under siege. Spotlight on Young Children: Exploring Play is a tribute to the importance of play in the growth, development, and learning of young children.
— Robbie B. Roberts, Director, Harris Early Learning Center; Assistant Professor, Auburn University, Birmingham, AL
"These articles explain the developmental necessity of enabling children to learn through guided play. Thoughtful teachers are essential partners in this process, providing dynamic environments that encourage the abilities to reason, solve problems, predict, use language and symbols, think creatively, and interact with others. Can early childhood programs be places for play when academic stakes are so high? This book answers with a resounding yes."
— Gretchen Reynolds, Retired Faculty in Early Childhood Education, Algonquin College, Ottawa, ON; coauthor of The Play’s the Thing: Teachers’ Roles in Children’s Play
"I am thrilled to see how the best of theory, research, and best practice come together in this new publication."
— William H. Strader, Professor of Early Childhood Education, Fisher College, New Bedford, Massachusetts; Coordinator, New England Symposium on Play