Early Childhood Pedagogical Play A Cultural-Historical Interpretatio
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 ima
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Early Childhood Pedagogical Play A Cultural-Historical Interpretation Using Visual Methodology
Early Childhood Pedagogical Play
Avis Ridgway · Gloria Quiñones · Liang Li
Early Childhood Pedagogical Play A Cultural-Historical Interpretation Using Visual Methodology
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Avis Ridgway Faculty of Education Monash University Melbourne, VIC Australia
Liang Li Faculty of Education Monash University Melbourne, VIC Australia
Gloria Quiñones Faculty of Education Monash University Melbourne, VIC Australia
ISBN 978-981-287-474-0 ISBN 978-981-287-475-7 (eBook) DOI 10.1007/978-981-287-475-7 Library of Congress Control Number: 2015933828 Springer Singapore Heidelberg New York Dordrecht London © Springer Science+Business Media Singapore 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media Singapore Pte Ltd. is part of Springer Science+Business Media (www.springer.com)
Foreword
One of the most intriguing characteristics of the development of humanity is its capacity to adapt to changing physical and cultural environments. The plasticity of the human brain in response to current experiences and environmental constraints is now an established fact in educational science. This discovery underpins the power of the environment for human development as a source of experiences that may influence the development of neurological structures. More than ever, this also highlights the question of which environments should be created in order to promote optimal flourishing of human beings from the early days of their existence. This latter question has puzzled academics for more than 20 centuries. In his dialogue on ‘The Republic’, Plato assertively claimed that for young children, it does not make much sense to impose experiences compulsively onto them in order to promote their learning for future development. ‘Enforced learning will not stay in the mind’, he says. He advised: ‘Avoid compulsion and let your children’s lessons take the
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