How do children make sense of their world? This work adds keen insight into why outdoor play is a significant yet overlooked aspect of young children's development. The author shows how teachers can support self-directed pretend play, and connects theories of play and children's culture.
Table of contents
Foreword by Doris Fromberg vii
Preface ix
Acknowledgments xv
1. OUTDOOR PLAY 1
A Play Area as an Ecology 3
The Play Yard as a Complex Learning Environment 5
Pretend Play with Peers 8
The Roles of the Teacher 16
Teacher Profiles 19
The Classroom Teaching Culture 24
2. NEEDLES 26
Initiation and Negotiation Phases of the Episode 27
Enactment Phase of the Episode 31
Review of the Episode 38
3. MAKING A NEW ROAD 42
Initiation and Negotiation Phases of the Episode 43
Enactment Phase of the Episode 45
Review of the Episode 52
4. “THE DAM IS BREAKING” 54
Initiation Phase of the Episode 55
Negotiation Phase of the Episode 56
Enactment Phase of the Episode 56
Review of the Episode 65
5. TWO GUYS 68
Initiation and Negotiation Phases of the Episode 69
Enactment Phase of the Episode 72
Review of the Episode 79
The Primacy of the Play Episode 82
6. TEACHER STRATEGIES IN THE PLAY YARD 83
Indirect Coordination of the Ecology 84
Direct Intervention in the Play Episode 92
7. THE SOCIAL AND CULTURAL ORGANIZATION
OF THE PLAY YARD 104
Play Routines Serving the Peer Culture 105
The Teacher Culture and Expectations for Valued Behavior 114
Conclusion 117
References 119
Index 123
About the Author 128