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SAGE Handbook of Play and Learning in Early Childhood
′This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!′
- Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which The Handbook′ s breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University.
This handbook′s International Advisory Board
Jo Aliwood , The University of Newcastle, Australia
Pat Broadhead, Leeds Metropolitan University, Australia
Stig Brostrom, Aarhus University, Denmark
Hasina Ebrahim, University of the Free State, South Africa
Beth Graue, Wisconsin Center for Education Research, USA
Amita Gupta, The City College of New York, CUNY, USA
Marjatta Kalliala, University of Helsinki, Finland
Rebecca Kantor, University of Colorado Denver, USA
Colette Murphy, Trinity College, Dublin, Republic of Ireland
Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway
- Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which The Handbook′ s breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University.
This handbook′s International Advisory Board
Jo Aliwood , The University of Newcastle, Australia
Pat Broadhead, Leeds Metropolitan University, Australia
Stig Brostrom, Aarhus University, Denmark
Hasina Ebrahim, University of the Free State, South Africa
Beth Graue, Wisconsin Center for Education Research, USA
Amita Gupta, The City College of New York, CUNY, USA
Marjatta Kalliala, University of Helsinki, Finland
Rebecca Kantor, University of Colorado Denver, USA
Colette Murphy, Trinity College, Dublin, Republic of Ireland
Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway
448 pages, Hardcover
First published April 30, 2014
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October 28, 2015
It's very hard to rate OR review the book because some of the articles were amazing and some were disappointing but they were all from different authors in different places and with different perspectives.
One thing I found strange was that while some authors were familiar enough with what each other was writing to cite things from the same volume (I didn;t know that was allowed but it made it all very current and collaborative seeming) others had clearly not read any of the other articles and so for example took for granted developmentalism without even acknowledging the massive critiques of it made just the chapter before.
I can understand how that happens but it is frustrating to the reader because then you think...how can I trust what you are saying when it seems like you are going back a step or three from where I was just asked to take my thinking on this issue? And some of the articles just listed what everyone else had said and then said "but really we don't know" which is extremely honest of them and when it meant actually looking at why and how we don't know even interesting (eg too much research is done by taking children out of their real environment and then making assumptions) but it sort of leaves you feeling as an educator that you read all those long and complicated words just to be told you don't know and in my case I already knew I didn't know things before I started reading.
It does illustrate what they all say about early childhood being under-theorised though and I am glad people are trying to bring all the theory together to make it speak to each other and then work out what we need to know next. I think some of the articles telling us not to panic about media's influence...well I had mixed feelings because a panic is never a good thing but at the same time I think in trying to dispel the panic they were missing the point about what the real concerns about media are (not that play is ended or taken away but that it is subtly colonised to serve a capitalist/consumerist purpose).
I also think that in the end most of the theorists are still assuming that play is a. a universal and given thing and b. a good thing and are working out of those assumptions as if they are proved after they've specifically shown us that they are not provable. I actually agree with them, I think play is a human thing and a good thing but after they have proven that we don't really know anything about play you can't just jump back into a common-sense you just devastated....or can you?
Anyway I am glad I read it. Maybe at least it will remind me to take children seriously when they play.
One thing I found strange was that while some authors were familiar enough with what each other was writing to cite things from the same volume (I didn;t know that was allowed but it made it all very current and collaborative seeming) others had clearly not read any of the other articles and so for example took for granted developmentalism without even acknowledging the massive critiques of it made just the chapter before.
I can understand how that happens but it is frustrating to the reader because then you think...how can I trust what you are saying when it seems like you are going back a step or three from where I was just asked to take my thinking on this issue? And some of the articles just listed what everyone else had said and then said "but really we don't know" which is extremely honest of them and when it meant actually looking at why and how we don't know even interesting (eg too much research is done by taking children out of their real environment and then making assumptions) but it sort of leaves you feeling as an educator that you read all those long and complicated words just to be told you don't know and in my case I already knew I didn't know things before I started reading.
It does illustrate what they all say about early childhood being under-theorised though and I am glad people are trying to bring all the theory together to make it speak to each other and then work out what we need to know next. I think some of the articles telling us not to panic about media's influence...well I had mixed feelings because a panic is never a good thing but at the same time I think in trying to dispel the panic they were missing the point about what the real concerns about media are (not that play is ended or taken away but that it is subtly colonised to serve a capitalist/consumerist purpose).
I also think that in the end most of the theorists are still assuming that play is a. a universal and given thing and b. a good thing and are working out of those assumptions as if they are proved after they've specifically shown us that they are not provable. I actually agree with them, I think play is a human thing and a good thing but after they have proven that we don't really know anything about play you can't just jump back into a common-sense you just devastated....or can you?
Anyway I am glad I read it. Maybe at least it will remind me to take children seriously when they play.
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