Play-Responsive Teaching in Early Childhood Education
This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and prop
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Niklas Pramling · Cecilia Wallerstedt Pernilla Lagerlöf · Camilla Björklund Anne Kultti · Hanna Palmér Maria Magnusson · Susanne Thulin Agneta Jonsson · Ingrid Pramling Samuelsson
Play-Responsive Teaching in Early Childhood Education
International Perspectives on Early Childhood Education and Development Volume 26
Series Editors Marilyn Fleer, Monash University, Frankston, Australia Ingrid Pramling Samuelsson, Gothenburg University, Göteborg, Sweden Editorial Board Jane Bone, Monash University, Frankston, Australia Anne Edwards, University of Oxford, Oxford, United Kingdom Mariane Hedegaard, University of Copenhagen, Copenhagen, Denmark Eva Johansson, University of Stavanger, Stavanger, Norway Rebeca Mejía Arauz, ITESO, Jalisco, Mexico Cecilia Wallerstedt, Gothenburg University, Göteborg, Sweden Liang Li, Monash University, Frankston, Australia
Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is essentially a Western view of childhood preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will: • Examine how learning is organized across a range of cultures, particularly Indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to find alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children’s learning • Examine concept formation from within the context of country-specific pedagogy and learning outcomes The series will cover theoretical works, evidence-based pedagogical research, and international research studies. The series will also cover a broad range of countries, including poor majority countries. Classical areas of interest, such as play, the images of childhood, and family studies will also be examined. However the focus will be critical and international (not Western-centric). Please contact Astrid Noordermeer at [email protected] to submit a book proposal for the series. More information about this series at http://www.springer.com/series/7601
Niklas Pramling • Cecilia Wallerstedt Pernilla Lagerlöf • Camilla Björklund Anne Kultti • Hanna Palmér • Maria Magnusson Susanne Thulin • Agneta Jonsson Ingrid Pramling Samuelsson
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