Visit CEEP’s projects:
- Illinois Early Learning (IEL): source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois.
- Early Childhood Research & Practice (ECRP): was the first scholarly, peer-reviewed, bilingual (English-Spanish) online journal in the field of early childhood education.
- Illinois Early Childhood Asset Map (IECAM): a source for data on early care and education services and demographics in the state of Illinois. Data are available by state, county, township, legislative district, and several agency regions.
- Illinois Parents: operated with the Academic Development Institute in Lincoln, Illinois, provides resources and information for parents in the state of Illinois.
ED426776 PS027243
Title: Multiple Perspectives on Play in Early Childhood Education. SUNY Series, Early Childhood Education.
Author(s): Saracho, Olivia N., Ed.; Spodek, Bernard, Ed.
Pages: 323
Publication Date: 1998
ISBN: 0-7914-3616-0
Available from: Document Not Available from EDRS.
Availability: State University of New York Press, CUP Services, Box 6525, Ithaca, NY 14851; Web site: http://www.sunypress.edu ($24.95).
Language: English
Document Type: Book (010); Collected works--General (020); Information Analysis (070)
Geographic Source: U.S.; New York
Journal Announcement: RIEJUN1999
This book
provides research in the area of educational play for early childhood
teachers and teacher educators. Following an introduction by the
editors, the chapters of the book are: (1) "A Historical Overview
of Theories of Play" (Olivia Saracho and Bernard Spodek); (2)
"Playing with a Theory of Mind" (Angeline Lillard); (3)
"The Social Origins of Mind: Post-Piagetian Perspectives on
Pretend Play" (Larry Smolucha and Francine Smolucha); (4) "Seeing
through Symbols: The Development of Children's Understanding of
Symbolic Relations" (David Uttal, David Marzolf, Sophia Pierroutsukos,
Catherine Smith, Glorgene Troseth, Kathryn Scudder, and Judy DeLoache);
(5) "The Development of Pretense and Narrative in Early Childhood"
(Robert Kavanaugh and Susan Engel); (6) "Play as an Opportunity
for Literacy" (Kathleen Roskos and Susan Neuman); (7) "Play
and Social Competence" (Gary Creasey, Patricia Jarvis, and
Laura Berk); (8) "Social and Nonsocial Play in Childhood: An
Individual Differences Perspective" (Kenneth Rubin and Robert
Coplan); (9) "Play in Special Populations" (Fergus Hughes);
(10) "The Cultural Context of Children's Play" (Jaipaul
Roopnarine, Jennifer Lasker, Megan Sacks, and Marshall Stores);
(11) "Play and the Assessment of Young Children" (A.D.
Pellegrini); (12) "What is Stylish About Play?" (Olivia
Saracho); (13) "Physical Environments and Children's Play"
(Joe Frost, Dongju Shin, and Paul Jacobs); and (14) "Real and
Not Real: A Vital Developmental Dichotomy" (Brian Vandenberg).
Each chapter contains references. (KB)
Descriptors: Child Development; Cognitive Development; Cultural
Influences; Disabilities; *Early Childhood Education; Emergent Literacy;
*Individual Development; Individual Differences; Interpersonal Competence;
*Play; Pretend Play; Special Needs Students; Student Evaluation;
Theories; *Young Children
Identifiers: Play Learning; *Play Theory; Theory of Mind
