Editors:
- Provides international and culturally rich research into peer relationships
- Voices different international initiatives and expresses contradictory perspectives
- Presents new thinking about children's peer play, learning and development in contemporary worlds
- Retheorises peer play relationships by valuing the research narratives in peer play
Part of the book series: International Perspectives on Early Childhood Education and Development (CHILD, volume 30)
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Table of contents (14 chapters)
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Front Matter
About this book
This book offers a rich collection of international research narratives that reveal the qualities and value of peer play. It presents new understandings of peer play and relationships in chapters drawn from richly varied contexts that involve sibling play, collaborative peer play, and joint play with adults. The book explores social strategies such as cooperation, negotiation, playing with rules, expressing empathy, and sharing imaginary emotional peer play experiences. Its reconceptualization of peer play and relationships promotes new thinking on children's development in contemporary worlds. It shows how new knowledge generated about young children's play with peers illuminates how they learn and develop within and across communities, families, and educational settings in diverse cultural contexts. The book addresses issues that are relevant for parents, early years' professionals and academics, including the role of play in learning at school, the role of adults in self-initiated play, and the long-term impact of early friendships. The book makes clear how recent cultural differences involve digital, engineering and imaginary peer play.
The book follows a clear line of argument highlighting the importance of play-based learning and stress the importance of further knowledge of children's interaction in their context.
This book aims to highlight the narration of peer play, mostly leaning on a sociocultural theoretical perspective, where many chapters have a cultural-historical theoretical frame and highlight children's social situation of development.
Polly Björk-Willén, Linköping University, Sweden
Keywords
- constituting play connection among very young children
- single play signals
- agentic imagination
- joyful learning in play
- peer empathy
- sibling play
- multi-age peer play
- play skills in preschool children
- young children's lived emotional experience in peer play
- engineering peer play
- mothers' narratives of their children's peer play
- cultural-historical play theory
- imaginary play
- digital play
Editors and Affiliations
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Faculty of Education, Monash University, Melbourne, Australia
Avis Ridgway, Gloria Quiñones, Liang Li
Bibliographic Information
Book Title: Peer Play and Relationships in Early Childhood
Book Subtitle: International Research Perspectives
Editors: Avis Ridgway, Gloria Quiñones, Liang Li
Series Title: International Perspectives on Early Childhood Education and Development
DOI: https://doi.org/10.1007/978-3-030-42331-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-42330-8Published: 30 June 2020
Softcover ISBN: 978-3-030-42333-9Published: 30 June 2021
eBook ISBN: 978-3-030-42331-5Published: 29 June 2020
Series ISSN: 2468-8746
Series E-ISSN: 2468-8754
Edition Number: 1
Number of Pages: X, 231
Number of Illustrations: 13 b/w illustrations, 42 illustrations in colour
Topics: Early Childhood Education, International and Comparative Education, Creativity and Arts Education, Family