Open University Press Engaging Play

Product Description This insightful edited collection brings together the perspectives of leading and emerging scholars in early childhood education and play from within Europe, the UK, Australia, New Zealand and the United States of America. It includes a preface from Professor Joy Cullen, one of New Zealand's pre-eminent experts in early childhood education. Each of these scholars considers, from their own theoretical standpoint, the ways that young children's play contributes to their learning and development. The chapters cover a variety of theoretical positions, demonstrating that the process of 'engaging' with the theory and practice of play can take many forms. The chapters cover a wide range of contexts, from child-led activity in informal settings to the more formal practice of school-based learning. A range of theoretical viewpoints of play are considered and related to the experiences of today's families, children and educators across different educational settings. Engaging Play offers an insight into the pedagogical play discourse of twenty-first century early childhood education, and in doing so offers an informative reading experience for students, researchers and policy makers alike. Contributors: Jo Ailwood, Mindy Blaise, Liz Brooker, Joy Cullen, Amy Cutter-Mackenzie, Brian Edmiston, Susan Edwards, Marilyn Fleer, Helen Hedges, Elizabeth Hunt, Barbara Jordan, Anna Kilderry, Annica Lofdahl, Andrea Nolan, Leigh M. O'Brien, Bert van Oers, Sue Rogers, Anette Sandberg, Tim Taylor, Tuula Vuorinen, Elizabeth Wood About the Author Liz Brooker runs a research training programme at the Institute of Education, University of London, UK. Her research has focused on children's early learning within home cultures, and their transitions from infancy through to the early years of school. Susan Edwards is Senior Lecturer in the Faculty of Education at Monash University, Australia. Susan's area of research focuses on dimensions of the early childhood curriculum and how these are interpreted and experienced by children, teachers and families.