Early Childhood Pedagogical Play

A Cultural-Historical Interpretation Using Visual Methodology

Avis Ridgway, Gloria Quinones, Liang Li

Research output: Book/ReportBookResearchpeer-review

2 Citations (Scopus)

Abstract

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 imagination (a concept that when present in play, affords the child s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.
Original languageEnglish
Place of PublicationSingapore
PublisherSpringer-Verlag London Ltd.
Number of pages185
Edition1
ISBN (Print)9789812874740
DOIs
Publication statusPublished - 2015

Cite this

@book{0b0e1a1e521548f1b61bb919b2135ae3,
title = "Early Childhood Pedagogical Play: A Cultural-Historical Interpretation Using Visual Methodology",
abstract = "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 imagination (a concept that when present in play, affords the child s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.",
author = "Avis Ridgway and Gloria Quinones and Liang Li",
year = "2015",
doi = "10.1007/978-981-287-475-7",
language = "English",
isbn = "9789812874740",
publisher = "Springer-Verlag London Ltd.",
address = "Germany",
edition = "1",

}

Early Childhood Pedagogical Play : A Cultural-Historical Interpretation Using Visual Methodology. / Ridgway, Avis; Quinones, Gloria; Li, Liang.

1 ed. Singapore : Springer-Verlag London Ltd., 2015. 185 p.

Research output: Book/ReportBookResearchpeer-review

TY - BOOK

T1 - Early Childhood Pedagogical Play

T2 - A Cultural-Historical Interpretation Using Visual Methodology

AU - Ridgway, Avis

AU - Quinones, Gloria

AU - Li, Liang

PY - 2015

Y1 - 2015

N2 - 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 imagination (a concept that when present in play, affords the child s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

AB - 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 imagination (a concept that when present in play, affords the child s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

UR - http://www.springer.com/us/book/9789812874740

U2 - 10.1007/978-981-287-475-7

DO - 10.1007/978-981-287-475-7

M3 - Book

SN - 9789812874740

BT - Early Childhood Pedagogical Play

PB - Springer-Verlag London Ltd.

CY - Singapore

ER -