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2017 | OriginalPaper | Buchkapitel

9. Prioritizing Play

verfasst von : David Whitebread

Erschienen in: EarthEd

Verlag: Island Press/Center for Resource Economics

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Abstract

In an August 2016 article in The Atlantic, contributing writer Tim Walker describes his family’s experience visiting one of the few remaining “adventure playgrounds” in New York City, located on a small urban lot on Governor’s Island. “It looks like a dumpster playground … like some slum,” his wife observed about the site, which had opened a few months earlier and is modeled after a junkyard. Walker goes on to describe “an area that looked like—to my eyes, at least—an Occupy Wall Street campground, with shoddy constructions of plywood, wooden pallets, and blue tarp … littered with car tires, plastic crates, orange cones, and a sea of unidentifiable debris.”

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Fußnoten
1
Timothy D. Walker, “The Junk Playground of New York City,” The Atlantic, August 11, 2016.
 
2
Ibid.
 
3
David Whitebread et al., The Importance of Play: A Report on the Value of Children’s Play with a Series of Policy Recommendations (Brussels: Toys Industries for Europe, 2012).
 
4
“School Testing Regime,” www.​politics.​co.​uk/​reference/​school-testing-regime; Michael Gove, U.K. Department for Education, “The Purpose of Our School Reforms,” speech delivered at Policy Exchange, June 7, 2014; Marcus Winters, “Standardized Tests Are Costly, But Worth It,” New York Times, July 23, 2012; Latasha Gandy, “Don’t Believe the Hype: Standardized Tests Are Good for Children, Families and Schools,” Education Post, January 11, 2016; Douglas Holtz-Eakin, “A Hidden Benefit to Common Core: High Education Standards Prevent Unprepared College Students and Help the Economy,” U.S. News & World Report, April 27, 2016.
 
5
Pasi Sahlberg, Finnish Lessons: What Can the World Learn About Educational Change in Finland? (New York: Teachers College Press, 2012).
 
6
David Whitebread and Sue Bingham, “School Readiness in Europe: Issues and Evidence,” in Marilyn Fleer and Bert van Oers, eds., International Handbook on Early Childhood Education and Development. Volume II: Western-Europe and UK (Dordrecht, The Netherlands: Springer, 2017).
 
7
Denis Campbell and Sarah Marsh, “Quarter of a Million Children Receiving Mental Health Care in England,” The Guardian (U.K.), October 3, 2016.
 
8
Peter Gray, “The Decline of Play and the Rise of Psychopathology,” American Journal of Play 3, no. 4 (2011): 443–63; David Whitebread, “Play, Metacognition & Self-regulation,” in Pat Broadhead, Justine Howard, and Elizabeth Wood, eds., Play and Learning in the Early Years (London: Sage, 2010).
 
9
Laura E. Berk, Trisha D. Mann, and Amy T. Ogan, “Make-Believe Play: Wellspring for Development of Self-Regulation,” in Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek, eds., Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth (Oxford, U.K.: Oxford University Press, 2006), 74–100; Kristin Valentino et al., “Mother–Child Play and Maltreatment: A Longitudinal Analysis of Emerging Social Behavior from Infancy to Toddlerhood,” Developmental Psychology 47, no. 5 (2011): 1,280–94; Insa Weber-Börgmann et al., “Associations with ADHD and Parental Distress Within Play in Early Childhood,” Zeitschrift fur Kinder-und Jugendpsychiatrie und Psychotherapie 42, no. 3 (2014): 147–55; V. Taneja et al., “‘Not by Bread Alone’: Impact of a Structured 90-minute Play Session on Development of Children in an Orphanage,” Child: Care, Health and Development 28, no. 1 (2002), 95–100; Sue Bratton et al., “Head Start Early Mental Health Intervention: Effects of Child-centered Play Therapy on Disruptive Behaviors,” International Journal of Play Therapy 22, no. 1 (2013): 28; Maggie Fearn and Justine Howard, “Play as a Resource for Children Facing Adversity: An Exploration of Indicative Case Studies,” Children & Society 26, no. 6 (2012): 456–68.
 
10
Kathy Sylva et al., The Effective Provision of Pre-School Education (EPPE) Project: Technical Paper 12 – The Final Report (London: Department for Education and Skills and Institute of Education, University of London, 2004); Sebastian P. Suggate, Elizabeth A. Schaughency, and Elaine Reese, “Children Learning to Read Later Catch Up to Children Reading Earlier,” Early Childhood Research Quarterly 28, no. 1 (2012): 33–48; Sebastian P. Suggate, “School Entry Age and Reading Achievement in the 2006 Programme for International Student Assessment (PISA),” International Journal of Educational Research 48, no. 3 (2009): 151–61.
 
11
J. S. Bruner, “Nature & Uses of Immaturity,” American Psychologist 27 (1972): 687–708; Peter K. Smith, “Evolutionary Foundations and Functions of Play: An Overview,” in Artin Göncü and Suzanne Gaskins, eds., Play & Development: Evolutionary, Sociocultural and Functional Perspectives (Mahwah, NJ: Lawrence Erlbaum, 2012), 21–49; Peter Gray, “Play as a Foundation for Hunter-Gatherer Social Existence,” American Journal of Play 1, no. 4 (2009): 476–522; Sergio Pellis and Vivien Pellis, The Playful Brain: Venturing to the Limits of Neuroscience (Oxford, U.K.: Oneworld Publications, 2009); Kathy Sylva, Jerome S. Bruner, and Paul Genova, “The Role of Play in the Problem-Solving of Children 3–5 Years Old,” in Jerome S. Bruner, Alison Jolly, and Kathy Sylva, eds., Play: Its Role in Development and Evolution (Harmondsworth, U.K.: Penguin Books, 1976), 55–67; C. S. Tamis-­LeMonda and M. H. Bornstein, “Habituation and Maternal Encouragement of Attention in Infancy as Predictors of Toddler Language, Play and Representational Competence,” Child Development 60, no. 3 (1989): 738–51; Rebecca A. Marcon, “Moving Up the Grades: Relationship Between Pre-school Model and Later School Success,” Early Childhood Research & Practice 4, no. 1 (2002): 517–30; Anthony D. Pellegrini and Kathy Gustafson, “Boys’ and Girls’ Uses of Objects for Exploration, Play and Tools in Early Childhood,” in Anthony D. Pellegrini and Peter K. Smith, eds., The Nature of Play: Great Apes and Humans (New York: Guilford Press, 2005), 113–35; David Whitebread, Helen Jameson, and Marisol Basilio, “Play Beyond the Foundation Stage: Play, Self-regulation and Narrative Skills,” in Janet Moyles, ed., The Excellence of Play, Fourth Edition (Maidenhead, U.K.: Open University Press, 2015), 84–93.
 
12
Jane E. Barker et al., “Less-structured Time in Children’s Daily Lives Predicts Self-directed Executive Functioning,” Frontiers in Psychology 5 (2014); C. Hughes et al., “Measuring the Foundations of School Readiness: Introducing a New Questionnaire for Teachers – The Brief Early Skills and Support Index (BESSI),” British Journal of Educational Psychology 85, no. 3 (2015): 332–56.
 
13
James F. Christie and Kathleen A. Roskos, “Standards, Science, and the Role of Play in Early Literacy Education,” in Singer, Golinkoff, and Hirsh-Pasek, eds., Play = Learning.
 
14
Whitebread, “Play, Metacognition & Self-regulation”; Marilou Hyson, Carol Copple, and Jacqueline Jones, “Early Childhood Development and Education,” in K. Ann Renninger and Irving E. Sigel, eds., Handbook of Child Psychology: Volume 4. Child Psychology in Practice (New York: Wiley, 2006), 3–47; Marcel V. J. Veenman and Marleen A. Spaans, “Relation Between Intellectual and Metacognitive Skills: Age and Task Differences,” Learning and Individual Differences 15, no. 2 (2005): 159–76; John Hattie, Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement (London: Routledge, 2009); Megan M. McClelland et al., “Relations Between Preschool Attention Span-Persistence and Age 25 Educational Outcomes,” Early Childhood Research Quarterly 28, no. 2 (2013): 314–24.
 
15
Judy S. DeLoache, Susan Sugarman, and Ann L. Brown, “The Development of Error Correction Strategies in Young Children’s Manipulative Play,” Child Development 56, no. 4 (1985): 928–39; Claire Cook, Noah D. Goodman, and Laura E. Schulz, “Where Science Starts: Spontaneous Experiments in Preschoolers’ Exploratory Play,” Cognition 120 (2011): 341–49.
 
16
Angeline Lillard, “Guided Participation: How Mothers Structure and Children Understand Pretend Play,” in Göncü, and Gaskins, eds., Play & Development, 131–53; Mark Nielsen, and Tamara Christie, “Adult Modelling Facilitates Young Children’s Generation of Novel Pretend Acts,” Infant and Child Development 17, no. 2 (2008), 151–62.
 
17
Deena Skolnick Weisberg, Kathy Hirsh‐Pasek, and Roberta Michnick Golinkoff, “Guided Play: Where Curricular Goals Meet a Playful Pedagogy,” Mind, Brain, and Education 7, no. 2 (2013): 104–12.
 
18
Doris Pronin Fromberg and Doris Bergen, Play from Birth to Twelve: Contexts, Perspectives, and Meanings, Third Edition (New York: Routledge, 2015); Anthony D. Pellegrini, The Oxford Handbook of the Development of Play (Oxford, U.K.: Oxford University Press, 2015); LEGO Foundation, “Building Children’s Writing Skills Through Learning Through Play,” video, October 15, 2015, https://​vimeo.​com/​142506730.
 
19
David Whitebread, Martina Kuvalja, and Aileen O’Connor, Quality in Early Childhood Education: An International Review and Guide for Policy Makers (Doha, Qatar: World Innovation Summit for Education, 2015); Government of Ireland, Ready, Steady, Play! A National Play Policy (Dublin: Department of Childhood and Youth Affairs, 2004); Government of Newfoundland, The Power of Play (St. John’s, NL: Department of Education and Early Childhood Development, 2011); Claire Duffin, “Streets Are Alive with the Sound of Children Playing,” The Telegraph (U.K.), February 22, 2014; “AnjiPlay,” https://​www.​facebook.​com/​AnjiPlayWorld.
 
Metadaten
Titel
Prioritizing Play
verfasst von
David Whitebread
Copyright-Jahr
2017
Verlag
Island Press/Center for Resource Economics
DOI
https://doi.org/10.5822/978-1-61091-843-5_9