Play has a long history as an integral element of early childhood curriculum and pedagogy. There is consensus that play is both a vehicle for learning and a forum in which children can demonstrate their learning and development (Broadhead, 2006; et aL, 2002; Pramling-Samuelsson and Johansson, 2006; Wood, 2008). Traditional beliefs reiterate the value and positive nature of play, particularly the opportunities within play for children to exercise freedom, independence, choice and autonomy (Bennett eta!., 1997). While the benefits of play for children have been widely promoted, much less attention has been directed towards pedagogics of play and the role of educators within these. Indeed, traditional conceptualisations of play promote the role of educators as observers or facilitators of play, reflecting a focus on play as a child-directed, rather than teacher -directed, activity (Bennett eta!., 1997).
|Title of host publication||Rethinking play and pedagogy in early childhood education|
|Subtitle of host publication||Concepts, contexts and cultures|
|Place of Publication||New York|
|Number of pages||16|
|ISBN (Print)||9780415480765, 9780415480758|
|Publication status||Published - 2011|
Dockett, S. (2011). The challenge of play for early childhood educators. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (1st ed., pp. 32-47). Routledge.