Play-Responsive Teaching in Early Childhood Education.
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Superior document: | International Perspectives on Early Childhood Education and Development Series ; v.26 |
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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
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Physical Description: | 1 online resource (188 pages) |
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Pramling, Niklas. Play-Responsive Teaching in Early Childhood Education. 1st ed. Cham : Springer International Publishing AG, 2019. ©2019. 1 online resource (188 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier International Perspectives on Early Childhood Education and Development Series ; v.26 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. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Wallerstedt, Cecilia. Lagerlöf, Pernilla. Björklund, Camilla. Kultti, Anne. Palmér, Hanna. Magnusson, Maria. Thulin, Susanne. Jonsson, Agneta. Pramling Samuelsson, Ingrid. Print version: Pramling, Niklas Play-Responsive Teaching in Early Childhood Education Cham : Springer International Publishing AG,c2019 9783030159573 ProQuest (Firm) International Perspectives on Early Childhood Education and Development Series https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5771083 Click to View |
language |
English |
format |
eBook |
author |
Pramling, Niklas. |
spellingShingle |
Pramling, Niklas. Play-Responsive Teaching in Early Childhood Education. International Perspectives on Early Childhood Education and Development Series ; 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. |
author_facet |
Pramling, Niklas. Wallerstedt, Cecilia. Lagerlöf, Pernilla. Björklund, Camilla. Kultti, Anne. Palmér, Hanna. Magnusson, Maria. Thulin, Susanne. Jonsson, Agneta. Pramling Samuelsson, Ingrid. |
author_variant |
n p np |
author2 |
Wallerstedt, Cecilia. Lagerlöf, Pernilla. Björklund, Camilla. Kultti, Anne. Palmér, Hanna. Magnusson, Maria. Thulin, Susanne. Jonsson, Agneta. Pramling Samuelsson, Ingrid. |
author2_variant |
c w cw p l pl c b cb a k ak h p hp m m mm s t st a j aj s i p si sip |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Pramling, Niklas. |
title |
Play-Responsive Teaching in Early Childhood Education. |
title_full |
Play-Responsive Teaching in Early Childhood Education. |
title_fullStr |
Play-Responsive Teaching in Early Childhood Education. |
title_full_unstemmed |
Play-Responsive Teaching in Early Childhood Education. |
title_auth |
Play-Responsive Teaching in Early Childhood Education. |
title_new |
Play-Responsive Teaching in Early Childhood Education. |
title_sort |
play-responsive teaching in early childhood education. |
series |
International Perspectives on Early Childhood Education and Development Series ; |
series2 |
International Perspectives on Early Childhood Education and Development Series ; |
publisher |
Springer International Publishing AG, |
publishDate |
2019 |
physical |
1 online resource (188 pages) |
edition |
1st ed. |
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. |
isbn |
9783030159580 9783030159573 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB1139 |
callnumber-sort |
LB 41139.2 15 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5771083 |
illustrated |
Not Illustrated |
oclc_num |
1101623207 |
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International Perspectives on Early Childhood Education and Development Series ; v.26 |
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Play-Responsive Teaching in Early Childhood Education. |
container_title |
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