A Position Paper of the Association for Childhood Education International PLAY: Essential for all Children

Isenberg, Joan P.; Quisenberry, Nancy L.

doi:10.1080/00094056.2002.10522763

Cited by 106 publications

(31 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Play is essential in children's development and learning since it has a significant role on children's cognitive, physical, social, and emotional well-being (Bergen, 2002). Literature suggests that play supports children's cognitive development in different aspects such as perspective-taking, memory, language skills, and creativity (Isenberg &Quisenberry, 2002;Stegelin, Fite, & Wisneski, 2015).…”

Section: Play and Developmentmentioning

confidence: 99%

Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role

Altun¹

2018

IES

View full text Add to dashboard Cite

The purpose of the study is to understand the early childhood teacher candidates’ perception of play and their understanding of teachers’ role in play. Another aim of the study is to disclose pre-service teachers’ thoughts on their college training adequacy regarding the play. In this qualitative research, the data came from written responses of the fifty five participants who are in their 4th year studying early childhood education at the public teaching college located in the west part of Turkey. The findings of the research suggest that fun is the most distinguished feature of play. The other attributes of play mentioned by participants were relaxation/energy release, freedom, cooperation and rules. Pre-service teachers have different perspectives on teachers’ verbal and physical participation in ongoing play activity. Their thoughts led three different subcategories of teachers’ participation in play which are partial-participation, non-participation, and full-participation. And finally, the findings revealed four different teachers’ roles as Planner/Organizer, Observer/Guider, Play Partner, and Non-involver according to participants’ responds.

show abstract

Section: Play and Developmentmentioning

confidence: 99%

Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role

Altun¹

2018

IES

View full text Add to dashboard Cite

show abstract

“…Las Naciones Unidas incluyeron el derecho al juego en su convención sobre Los Derechos del Niño de 1989, reconociendo el papel central del juego en el desarrollo saludable de los niños. De hecho, el juego creativo es fundamental para desarrollar la curiosidad, el razonamiento, la empatía, el compartir, la cooperación y un sentido sano de la competencia, emergiendo capacidades como la resolución constructiva de los problemas, el pensamiento divergente y la capacidad de autocontrol (Isenberg & Quisenberry, 2002). A pesar de que estos beneficios del juego son ampliamente reconocidos, el tiempo que niños de entre 6 y 8 años dedican a este, ha disminuido en un tercio, parejo a la disminución de la importancia que los padres y educadores dan al juego (Linn, 2010).…”

Section: El Juego Es La Vivencia Primordial En El Aprendizajeunclassified

Propuesta de un marco educativo para una sociedad sostenible

Checa

2018

IJNE

View full text Add to dashboard Cite

“…Play is the activity that typifies childhood and is an essential part of children's healthy growth, development and learning [11]. Children spend a considerable part of their time playing with toys, and as such, toys, either for entertainment or education, have a large market; they are popular and commercially viable.…”

Section: Introductionmentioning

confidence: 99%

Playing for the planet

Barreto¹,

Scott²,

Oakley

et al. 2013

Proceedings of the 31st European Conference on Cognitive Ergonomics

View full text Add to dashboard Cite

The children of today are the adults of tomorrow, for this reason it is essential to educate this generation about sustainable values, such as recycling and reducing waste and energy consumption. By targeting children's main activity of playing and toys, the design of a toy that instills sustainable values is illustrated through PlayGreen, a prototype of an interactive application. We argue that this type of toy should be designed according to children's cognitive development and their learning skills, as well as conforming to a value centered design process. This paper focuses on Piaget's cognitive development theory, more specifically, the concrete operational stage processes, which occur between the ages of seven and eleven years old. Our prototype is an application focusing on the value of resource management and allows children to create new toys from household materials. This prototype was tested with 8 and 9 year old children via a Wizard of Oz method. The prototype successfully integrated a value related to sustainability and the users were able to manipulate it easily as it was adequate to their cognitive skills.

show abstract

A Position Paper of the Association for Childhood Education International PLAY: Essential for all Children

Cited by 106 publications

References 13 publications

Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role

Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role

Propuesta de un marco educativo para una sociedad sostenible

Playing for the planet

Contact Info

Product

Resources

About