Play-Responsive Teaching in Early Childhood Education.

• Superior document: International Perspectives on Early Childhood Education and Development Series ; v.26
• Author: Pramling, Niklas.
• TeilnehmendeR: Wallerstedt, Cecilia.; Lagerlöf, Pernilla.; Björklund, Camilla.; Kultti, Anne.; Palmér, Hanna.; Magnusson, Maria.; Thulin, Susanne.; Jonsson, Agneta.; Pramling Samuelsson, Ingrid.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: International Perspectives on Early Childhood Education and Development Series
• Physical Description: 1 online resource (188 pages)

Table of Contents

Intro -- Foreword -- References -- Preface -- Contents -- Part I: Theoretical Premises and Research on Playing and Learning -- Chapter 1: Developing Play-responsive Didaktik - Mission Impossible? -- Teaching and Learning in ECEC -- Different Voices, Arguments and Standpoints -- Early Childhood Education Didaktik -- Theoretical and Empirical Continuity and Discontinuity -- Guidance for Readers -- References -- Chapter 2: Learning, Teaching, and Didaktik -- The Processes and Products of Learning and Development -- Teaching and Its Phylogenetic Grounding and Ontogenetic Development -- The Concept of Embedded Teaching -- The 'What' of Learning and Didaktik -- Context and Contextualizing -- Summary -- References -- Chapter 3: Playing, Playworlds, and Early Childhood Education -- A Brief Note on Play Theories -- The Development of Play: Actions, Objects, and Meaning -- Key-References in Research on Play -- Developmental Education/Basic Education -- The Diversity of Beliefs about and Practices of Play -- The Sociogenesis of Forms of Play and Its Implication for ECEC -- Engaging the Youngest Children in Teaching Activities as Is and as If -- Summary -- References -- Chapter 4: A Combined Research and Development Project -- Empirical Data, Transcription and Analytical Procedure -- Intersubjectivity and Alterity -- Language as Constitutive and Perspectivizing -- The Freedom of Play and Open-Endedness -- As If and as Is and Learning from Fiction -- Engaging with the World as Is Through as If It Were Across the Lifespan -- Summary -- References -- Part II: Empirical Studies -- Chapter 5: The Lava-Shark: Teachers Attempting to Enter Children's Play -- How Teachers Attempt to Enter Children's Ongoing Play -- Discussion -- References -- Chapter 6: The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children's Ongoing Play.

Responding to Alterity -- Negotiating Possible Roles -- Negotiating Possible Directions -- Coordinating as If and as Is -- Discussion -- References -- Chapter 7: Goldilocks and Her Motorcycle: Establishing Narrative Frames -- Narratives in Children's Play -- Empirical Examples of Narrative Folktale Frames -- The Teacher Directing -- The Teacher Taking a Role -- The Teacher Triggering Play through Engaging Children in a Playful Dialogue -- The Teacher Engaging as a Guiding Participant -- Discussion -- References -- Chapter 8: The Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in Play -- External Content for Learning Introduced into Play -- Isolated Content of Learning -- Learning Content Necessary for Play -- Learning Contents Emerging in Play -- Learning the Framework of the Play -- Learning How to Play -- Developing Concepts as Part of the Play -- Discussion -- References -- Chapter 9: When Kroko-the-Crocodile Got Sick -- Reading Icons and Graphical Symbols as a Prerequisite to Play -- Teaching Everyday Routines in Play -- Discussion -- References -- Chapter 10: The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving -- Discussion -- References -- Chapter 11: The Letter Thief: From Playing to Teaching to Learning to Playing -- The Letter Thief -- Processes of Participants Orienting Toward Temporarily Sufficient Intersubjectivity -- Establishing a Shared Play Activity -- Establishing Intersubjectivity About a Content of Learning -- Maria's Changed Participation During the Activity -- The Extended Content of Learning and Reestablishing Intersubjectivity -- Discussion -- References -- Part III: Conclusions and Theoretical Elaboration -- Chapter 12: A Play-responsive Early Childhood Education didaktik -- Some Important Empirical Findings -- A Note on Agency.

Teaching in a Play-responsive Way in the Dynamic Space Between Alterity and Intersubjectivity -- The Concepts of Triggering and Alterity -- A Note on Scaffolding and Triggering -- Reconceptualizing Teaching and Early Childhood didaktik -- Teaching Is Not Instructing -- Teaching as Responsive and Directed Coordination -- Continuity and Discontinuity with Children's Experience -- Education as a Meta-narrative -- Concluding Note -- References.