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Early Childhood Pedagogical Play

A Cultural-Historical Interpretation Using Visual Methodology

  • Book
  • © 2015

Overview

Authors:
  1. Avis Ridgway

    1. Faculty of Education, Monash University, Melbourne, Australia

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  2. Gloria Quiñones

    1. Faculty of Education, Monash University, Melbourne, Australia

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  3. Liang Li

    1. Faculty of Education, Monash University, Melbourne, Australia

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  • Re-theorizes the relationship between pedagogy and play through a cultural-historical lens

  • Use of case studies with visual narratives

  • Research collaboration by three widely published co-authors from different countries

  • Includes supplementary material: sn.pub/extras

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 1-4

  3. Re-theorising Play as Pedagogical

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 5-16

  4. Examining Play from the Child’s Perspective

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 17-31

  5. Sustained Shared Thinking in Pedagogical Play

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 33-45

  6. Dimensions of Play Activity

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 47-68

  7. Play Affordances Across Institutional Contexts

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 69-92

  8. Imagination in Play: Space and Artefacts

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 93-116

  9. In the Everyday Moments of Play

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 117-130

  10. Recognising Cultural Influences in Play

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 131-154

  11. Contemporary Interpretations of Pedagogical Play

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 155-180

  12. Back Matter

    Pages 181-185
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Keywords

About this book

This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child’s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child’s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

Authors and Affiliations

  • Faculty of Education, Monash University, Melbourne, Australia

    Avis Ridgway, Gloria Quiñones, Liang Li

About the authors

Dr Avis Ridgway, PhD (2010), MEd, GDEA, BEd, DipT. EC., is an Adjunct Research Fellow in the Faculty of Education, Monash University, Australia. Avis focuses on using a cultural historical approach to early childhood research to examine historical influences on learning, pedagogical play, the cultural world of babies and toddlers, spaces that educate, innovative teacher practices and visual narrative methodology.

Dr Gloria Quinones PhD (2013), MEd, BEd, is a lecturer and early career researcher at Faculty of Education, Monash University, Australia and member of the Child and Community Development Faculty Research Group. Gloria’s research, conducted in both Mexico and Australia, focuses on emotions, play, pedagogy, cultural and affective worlds of infants and toddlers and  innovative visual methodologies.

Dr Liang Li PhD (2012), MEd (EC), MEd (Intl TESOL), Grad.Dip (ECE), B.Law, is a lecturer and an early career researcher in the Faculty of Education at Monash University, Australia, and a member of the Child and Community Development Faculty Research Group. Her research interests focus on child development, cultural world of babies and toddlers, family study, play and pedagogy, early childhood teacher education and visual methodology.

Bibliographic Information

  • Book Title: Early Childhood Pedagogical Play

  • Book Subtitle: A Cultural-Historical Interpretation Using Visual Methodology

  • Authors: Avis Ridgway, Gloria Quiñones, Liang Li

  • DOI: https://doi.org/10.1007/978-981-287-475-7

  • Publisher: Springer Singapore

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media Singapore 2015

  • Hardcover ISBN: 978-981-287-474-0Published: 04 May 2015

  • Softcover ISBN: 978-981-10-1382-9Published: 23 October 2016

  • eBook ISBN: 978-981-287-475-7Published: 20 April 2015

  • Edition Number: 1

  • Number of Pages: XII, 185

  • Number of Illustrations: 130 b/w illustrations

  • Topics: Early Childhood Education, Educational Philosophy, Educational Psychology

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