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| definition of play in education: Spotlight on Young Children Holly Bohart, Kathy Charner, Derry Koralek, 2015 The articles in this collection emphasize the importance of play--from infancy through the primary grades, how to support and scaffold children's play, and how to connect play to learning. Also included is a professional development guide with questions and activities---Publisher's Web site. |
| definition of play in education: Play Attention! Stephanie Parsons, 2020-10-13 Playful experiences create pathways in the brain that enable us to consider more readily unusual, inventive, creative, resourceful ways of doing the things we need to do. These are also the pathways needed to solve problems that haven't been solved before and to create things that didn't exist before. These benefits combine and work together to feed a mindset that is flexible, creative and courageous. Our survival as humans depends on a complex set of skills, and the variety of human play reflects that complexity. We play with language in order to learn how it works, and doesn't work, as effective communication with our social groups. In play we learn what our bodies can and can't do. Through play we learn how things work in the world around us-how objects feel and fit together, what they do when they're hit, thrown, banged together. This book shows teachers how to use play as an opportunity to learn-- |
| definition of play in education: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| definition of play in education: The Intentional Teacher Ann S. Epstein, 2014 Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences. |
| definition of play in education: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| definition of play in education: From Play to Practice Marcia L. Nell, Walter F. Drew, Deborah E. Bush, 2013 Describes play workshop experiences that give educators a deeper understanding of play-based learning and illustrate the power of play. |
| definition of play in education: Play Anything Ian Bogost, 2016-09-13 How filling life with play-whether soccer or lawn mowing, counting sheep or tossing Angry Birds -- forges a new path for creativity and joy in our impatient age Life is boring: filled with meetings and traffic, errands and emails. Nothing we'd ever call fun. But what if we've gotten fun wrong? In Play Anything, visionary game designer and philosopher Ian Bogost shows how we can overcome our daily anxiety; transforming the boring, ordinary world around us into one of endless, playful possibilities. The key to this playful mindset lies in discovering the secret truth of fun and games. Play Anything, reveals that games appeal to us not because they are fun, but because they set limitations. Soccer wouldn't be soccer if it wasn't composed of two teams of eleven players using only their feet, heads, and torsos to get a ball into a goal; Tetris wouldn't be Tetris without falling pieces in characteristic shapes. Such rules seem needless, arbitrary, and difficult. Yet it is the limitations that make games enjoyable, just like it's the hard things in life that give it meaning. Play is what happens when we accept these limitations, narrow our focus, and, consequently, have fun. Which is also how to live a good life. Manipulating a soccer ball into a goal is no different than treating ordinary circumstances- like grocery shopping, lawn mowing, and making PowerPoints-as sources for meaning and joy. We can play anything by filling our days with attention and discipline, devotion and love for the world as it really is, beyond our desires and fears. Ranging from Internet culture to moral philosophy, ancient poetry to modern consumerism, Bogost shows us how today's chaotic world can only be tamed-and enjoyed-when we first impose boundaries on ourselves. |
| definition of play in education: Language Play, Language Learning Guy Cook, 2000-02-03 This book has two related purposes. The first is to demonstrate the extent and importance of language play in human life; the second is to draw out the implications for applied linguistics and language teaching. Language play should not be thought of as a trivial or peripheral activity, but as central to human thought and culture, to learning, creativity, and intellectual enquiry. It fulfils a major function of language, underpinning the human capacity to adapt: as individuals, as societies, and as a species. |
| definition of play in education: Contemporary Issues in Early Childhood Children's Issues Coalition, 2003 Caribbean Childhoods: From Research to Action is an annual publication produced by the Children s Issues Coalition at the University of the West Indies, Mona. The series seeks to provide an avenue for the dissemination of research and experiences on children s health, development, behaviour and education, and to provide a forum for the discussion of these issues. |
| definition of play in education: Maker-Centered Learning Edward P. Clapp, Jessica Ross, Jennifer O. Ryan, Shari Tishman, 2016-12-05 The Agency by Design guide to implementing maker-centered teaching and learning Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard's Project Zero, this book Identifies a set of educational practices and ideas that define maker-centered learning, and introduces the focal concepts of maker empowerment and sensitivity to design. Shares cutting edge research that provides evidence of the benefits of maker-centered learning for students and education as a whole. Presents a clear Project Zero-based framework for maker-centered teaching and learning Includes valuable educator resources that can be applied in a variety of design and maker-centered learning environments Describes unique thinking routines that foster the primary maker capacities of looking closely, exploring complexity, and finding opportunity. A surge of voices from government, industry, and education have argued that, in order to equip the next generation for life and work in the decades ahead, it is vital to support maker-centered learning in various educational environments. Maker-Centered Learning provides insight into what that means, and offers tools and knowledge that can be applied anywhere that learning takes place. |
| definition of play in education: Mindstorms Seymour A Papert, 2020-10-06 In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible. |
| definition of play in education: Serious Fun Marie L. Masterson, Holly Bohart, 2019 A practical book for teachers consisting of 10 YC and TYC articles on the importance of integrating rich content-based, teacher-guided instruction with meaningful child-centered play to nurture children's emerging capabilities and skills. |
| definition of play in education: Rules of Play Katie Salen Tekinbas, Eric Zimmerman, 2003-09-25 An impassioned look at games and game design that offers the most ambitious framework for understanding them to date. As pop culture, games are as important as film or television—but game design has yet to develop a theoretical framework or critical vocabulary. In Rules of Play Katie Salen and Eric Zimmerman present a much-needed primer for this emerging field. They offer a unified model for looking at all kinds of games, from board games and sports to computer and video games. As active participants in game culture, the authors have written Rules of Play as a catalyst for innovation, filled with new concepts, strategies, and methodologies for creating and understanding games. Building an aesthetics of interactive systems, Salen and Zimmerman define core concepts like play, design, and interactivity. They look at games through a series of eighteen game design schemas, or conceptual frameworks, including games as systems of emergence and information, as contexts for social play, as a storytelling medium, and as sites of cultural resistance. Written for game scholars, game developers, and interactive designers, Rules of Play is a textbook, reference book, and theoretical guide. It is the first comprehensive attempt to establish a solid theoretical framework for the emerging discipline of game design. |
| definition of play in education: Homo Ludens Johan Huizinga, 1971-06-01 An essential reference for all game designers, this 1938 classic is “a fascinating account of ‘man the player’ and the contribution of play to civilization” (Harper’s). In this classic evaluation of play that has become a “must-read” for those in game design, Dutch philosopher Johan Huizinga defines play as the central activity in flourishing societies. Like civilization, play requires structure and participants willing to create within limits. Starting with Plato, Huizinga traces the contribution of Homo Ludens, or “man the player” through Medieval Times, the Renaissance, and into our modern civilization. Huizinga defines play against a rich theoretical background, using cross-cultural examples from the humanities, business, and politics. Homo Ludens defines play for generations to come. |
| definition of play in education: The Early Years Matter Marilou Hyson, Heather Biggar Tomlinson, 2014-05-23 This accessible and enaging work introduces current and future teachers, child care providers, and others interested in early childhood education to the importance for the early years in children's well-being and success. It summarizes their research on the value of high-quality services for young children, families, and society, showing why early education matters both today and into the future. Emphasizing the need to understand and respect young children's strengths and unique characteristics, the authors offer inspiration for working in the field, as well as addressing the realistic challenges of implementing developmentally appropriate care and education. |
| definition of play in education: Crisis in the Kindergarten E. Miller, 2009 |
| definition of play in education: Grit Angela Duckworth, 2016-05-03 In this instant New York Times bestseller, Angela Duckworth shows anyone striving to succeed that the secret to outstanding achievement is not talent, but a special blend of passion and persistence she calls “grit.” “Inspiration for non-geniuses everywhere” (People). The daughter of a scientist who frequently noted her lack of “genius,” Angela Duckworth is now a celebrated researcher and professor. It was her early eye-opening stints in teaching, business consulting, and neuroscience that led to her hypothesis about what really drives success: not genius, but a unique combination of passion and long-term perseverance. In Grit, she takes us into the field to visit cadets struggling through their first days at West Point, teachers working in some of the toughest schools, and young finalists in the National Spelling Bee. She also mines fascinating insights from history and shows what can be gleaned from modern experiments in peak performance. Finally, she shares what she’s learned from interviewing dozens of high achievers—from JP Morgan CEO Jamie Dimon to New Yorker cartoon editor Bob Mankoff to Seattle Seahawks Coach Pete Carroll. “Duckworth’s ideas about the cultivation of tenacity have clearly changed some lives for the better” (The New York Times Book Review). Among Grit’s most valuable insights: any effort you make ultimately counts twice toward your goal; grit can be learned, regardless of IQ or circumstances; when it comes to child-rearing, neither a warm embrace nor high standards will work by themselves; how to trigger lifelong interest; the magic of the Hard Thing Rule; and so much more. Winningly personal, insightful, and even life-changing, Grit is a book about what goes through your head when you fall down, and how that—not talent or luck—makes all the difference. This is “a fascinating tour of the psychological research on success” (The Wall Street Journal). |
| definition of play in education: The Schools Our Children Deserve Alfie Kohn, 1999 Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint. |
| definition of play in education: Fair Play Eve Rodsky, 2021-01-05 AN INSTANT NEW YORK TIMES BESTSELLER • A REESE'S BOOK CLUB PICK Tired, stressed, and in need of more help from your partner? Imagine running your household (and life!) in a new way... It started with the Sh*t I Do List. Tired of being the “shefault” parent responsible for all aspects of her busy household, Eve Rodsky counted up all the unpaid, invisible work she was doing for her family—and then sent that list to her husband, asking for things to change. His response was...underwhelming. Rodsky realized that simply identifying the issue of unequal labor on the home front wasn't enough: She needed a solution to this universal problem. Her sanity, identity, career, and marriage depended on it. The result is Fair Play: a time- and anxiety-saving system that offers couples a completely new way to divvy up domestic responsibilities. Rodsky interviewed more than five hundred men and women from all walks of life to figure out what the invisible work in a family actually entails and how to get it all done efficiently. With 4 easy-to-follow rules, 100 household tasks, and a series of conversation starters for you and your partner, Fair Play helps you prioritize what's important to your family and who should take the lead on every chore, from laundry to homework to dinner. “Winning” this game means rebalancing your home life, reigniting your relationship with your significant other, and reclaiming your Unicorn Space—the time to develop the skills and passions that keep you interested and interesting. Stop drowning in to-dos and lose some of that invisible workload that's pulling you down. Are you ready to try Fair Play? Let's deal you in. |
| definition of play in education: The Oxford Handbook of the Development of Play Anthony D. Pellegrini, 2011 The role of play in human development has long been the subject of controversy. Despite being championed by many of the foremost scholars of the twentieth century, play has been dogged by underrepresentation and marginalization in literature across the scientific disciplines. The Oxford Handbook of the Development of Play marks the first attempt to examine the development of children's play through a rigorous and multidisciplinary approach. Comprising chapters from the foremost scholars in psychology, anthropology, and evolutionary biology, this handbook resets the landscape of developmental science and makes a compelling case for the benefits of play. Edited by respected play researcher Anthony D. Pellegrini, The Oxford Handbook of the Development of Play is both a scientific accomplishment and a shot across the bow for parents, educators, and policymakers regarding the importance of children's play in both development and learning. |
| definition of play in education: The ELC: An Early Childhood Learning Community at Work Lorraine Melita, Heather Bridge, Patricia Roiger, 2020-07-21 |
| definition of play in education: Parenting Matters National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Supporting the Parents of Young Children, 2016-11-21 Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€which includes all primary caregiversâ€are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States. |
| definition of play in education: The Nature of Play Anthony D. Pellegrini, Peter K. Smith, 2005-01-01 Comprehensive and up to date, this tightly edited volume belongs on the desks of researchers and students in developmental psychology, comparative psychology, animal behavior, and evolutionary psychology, and will also be of interest to anthropologists. It is a richly informative text for advanced undergraduate- and graduate-level courses.--BOOK JACKET. |
| definition of play in education: Prop Box Play Ann Barbour, Blanche Desjean-Perrotta, 2002 Set the stage for hours of dramatic play and creativity with 50 themes that include lists of props, easy extension activities, vocabulary and children's literature. |
| definition of play in education: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| definition of play in education: Encyclopedia of Child Behavior and Development Sam Goldstein, Jack A. Naglieri, 2010-11-23 This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks. |
| definition of play in education: Developmental Education for Young Children Bert van Oers, 2012-06-16 Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book. |
| definition of play in education: Dare to Lead Brené Brown, 2018-10-09 #1 NEW YORK TIMES BESTSELLER • Brené Brown has taught us what it means to dare greatly, rise strong, and brave the wilderness. Now, based on new research conducted with leaders, change makers, and culture shifters, she’s showing us how to put those ideas into practice so we can step up and lead. Don’t miss the five-part HBO Max docuseries Brené Brown: Atlas of the Heart! NAMED ONE OF THE BEST BOOKS OF THE YEAR BY BLOOMBERG Leadership is not about titles, status, and wielding power. A leader is anyone who takes responsibility for recognizing the potential in people and ideas, and has the courage to develop that potential. When we dare to lead, we don’t pretend to have the right answers; we stay curious and ask the right questions. We don’t see power as finite and hoard it; we know that power becomes infinite when we share it with others. We don’t avoid difficult conversations and situations; we lean into vulnerability when it’s necessary to do good work. But daring leadership in a culture defined by scarcity, fear, and uncertainty requires skill-building around traits that are deeply and uniquely human. The irony is that we’re choosing not to invest in developing the hearts and minds of leaders at the exact same time as we’re scrambling to figure out what we have to offer that machines and AI can’t do better and faster. What can we do better? Empathy, connection, and courage, to start. Four-time #1 New York Times bestselling author Brené Brown has spent the past two decades studying the emotions and experiences that give meaning to our lives, and the past seven years working with transformative leaders and teams spanning the globe. She found that leaders in organizations ranging from small entrepreneurial startups and family-owned businesses to nonprofits, civic organizations, and Fortune 50 companies all ask the same question: How do you cultivate braver, more daring leaders, and how do you embed the value of courage in your culture? In this new book, Brown uses research, stories, and examples to answer these questions in the no-BS style that millions of readers have come to expect and love. Brown writes, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” Whether you’ve read Daring Greatly and Rising Strong or you’re new to Brené Brown’s work, this book is for anyone who wants to step up and into brave leadership. |
| definition of play in education: How People Learn II National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning, 2018-09-27 There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults. |
| definition of play in education: Loose Parts Lisa Daly, Miriam Beloglovsky, 2014-10-06 Use loose parts to spark children's creativity and innovation Loose parts are natural or synthetic found, bought, or upcycled materials that children can move, manipulate, control, and change within their play. Alluring and captivating, they capture children's curiosity, give free reign to their imagination, and motivate learning. The hundreds of inspiring photographs showcase an array of loose parts in real early childhood settings. And the overviews of concepts children can learn when using loose parts provide the foundation for incorporating loose parts into your teaching to enhance play and empower children. The possibilities are truly endless. |
| definition of play in education: Mindset Carol S. Dweck, 2007-12-26 From the renowned psychologist who introduced the world to “growth mindset” comes this updated edition of the million-copy bestseller—featuring transformative insights into redefining success, building lifelong resilience, and supercharging self-improvement. “Through clever research studies and engaging writing, Dweck illuminates how our beliefs about our capabilities exert tremendous influence on how we learn and which paths we take in life.”—Bill Gates, GatesNotes “It’s not always the people who start out the smartest who end up the smartest.” After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset—those who believe that abilities are fixed—are less likely to flourish than those with a growth mindset—those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment. In this edition, Dweck offers new insights into her now famous and broadly embraced concept. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own. |
| definition of play in education: Children's Play Edward Zigler, Dorothy G. Singer, Sandra J. Bishop-Josef, 2004 Extensive empirical research has documented the value of play for both cognitive and social development. Despite the evidence, educators and policy makers are eliminating the free play periods that have long been a central part of a young child's experience in preschool and childcare. In Children's Play, leading experts in play research, child development, and early childhood education examine recent policy decisions and demonstrate the importance of play in helping children learn basic literacy skills, social awareness, and creative problem solving. Readers will also find a comprehensive summary of the developmental benefits of play, examples of how research has been applied in practice, a multicultural perspective on play, and ideas for how to play imaginative games with children. |
| definition of play in education: Play at the Center of the Curriculum Judith VanHoorn, Patricia Nourot, Barbara Scales, Keith Alward, 2015 The leading text in the field-- Theory and practice combine to help teachers put play at the center of a balanced curriculum. This widely used resource seamlessly combines the features of a text on play and development with the features of an early childhood curriculum text to present a comprehensive, cogent rationale for placing play at the center of a balanced curriculum. The leading text in the field, Play at the Center of the Curriculum is ideal for those who want to engage children in a developmental zone where children and teachers are learning from and with each other. The authors put play at the center of a balanced curriculum that includes spontaneous, guided, and directed play as well as teacher planned instruction. They describe how knowledgeable teachers use a wide repertoire of strategies to orchestrate the flow from spontaneous play to guided play, to more subject oriented instruction, and back to play. This thoroughly updated Sixth Edition interweaves anecdotes of children's play, theories of play and development, empirical evidence from research, and practical instructional strategies to give students a clear look at play and the curriculum. This text provides the ideal teaching and learning experience. Here's why: Carefully written and coordinated chapter features enhance student learning. A blend of how-to and theory, plus extensive updates in each new edition make this both a current and a classic text on play that includes all children. Readers are immersed in the experiences of real classrooms through anecdotes and numerous vignettes. The interests of today's students are addressed, from violent play and bullying to children and nature, to enriching the outdoor classroom. |
| definition of play in education: Place, Pedagogy and Play Matluba Khan, Simon Bell, Jenny Wood, 2020 Manufactured play equipment or loose parts? : examining the relationship between play materials and young children's creative play / Reyhaneh Mozaffar, Napier University -- Becoming naturish: ways of coming to know nature in the primary school / Cathy Francis, University of Aberdeen -- A view from China : reflecting on the participation of children and young people in urban planning / Yupeng Ren, Yantai University. |
| definition of play in education: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated) Naeyc, 2021-08 The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas. |
| definition of play in education: Learning Through Play Tina Bruce, 2011 New edition of the highly respected textbook that presents the key ideas and best practices for students working in this area. |
| definition of play in education: On the Definition of Learning Ane Qvortrup, Merete Wiberg, Gerd Christensen, Mikala Hansbøl, 2016 Since the turn of the century, the phenomenon of learning has received increasingly more attention. Within the theoretical field, a variety of theories of learning have evolved. The field of research on learning has become very complex, with different foci, founders and proponents, schools, and disciplinary approaches. This book is a first publication in the 'On the definition of learning' network. The network arose out of the aspiration to study the phenomenon of learning in depth, and to understand its complex relationship to empirical investigation and teaching. Based on the assumption that it is important to be sensitive to the variety of concepts and theories of learning in the field, and to continue to cultivate that variety, this book takes a step towards actively and critically engaging the various approaches in the field of learning theory. At the same time it emphasizes the complex relationships that exist between conceptualizations of learning and the empirical phenomenon of learning and teaching. It discusses how conceptualizations of learning are put to work in educational contexts, and how the normative aspects of learning in relation to discussions of what is considered worth learning influence the formative processes of human development. [Subject: Education, Education Theory] |
| definition of play in education: Learning Through Play Christine Robinson, Tracy Treasure, Dee O'Connor, Gerardine Neylon, Cathie Harrison, Samantha Wynne, 2018-04-10 Learning Through Play translates the theory of play into practice while seamlessly integrating the Australian Curriculum, government policy and current trends. It aims to create a shared understanding of play and play-based pedagogies that positively influence the everyday practices of educators and improve the learning experiences of children. The book extensively covers the various contexts that children may engage with during the early years - the period from birth to age 8. Learning Through Play is structured to complement the Early Years Learning Framework and early childhood education studies. It begins by drawing on theories to discuss the centrality of play to children's development and learning, then delves into the practicalities and challenges of implementing these play-based approaches, and finally discusses the future of play in early childhood contexts. With several learning features that blend theory, context and practical skills, Learning Through Play will not only help pre-service teachers to understand play in principle and in practice, but also to advocate articulately for play-based approaches. |
| definition of play in education: Infants and Toddlers at Play Mary Benson McMullen, Dylan Brody, 2021-12-21 Think more intentionally about the play materials you choose and offer to preschoolers to enhance their development and learning |
| definition of play in education: California Preschool Learning Foundations: Visual and performing arts. Physical development. Health Faye Ong, 2008 |
DEFINITION Definition & Meaning - Merriam-Webster
The meaning of DEFINITION is a statement of the meaning of a word or word group or a sign or symbol. How to use definition in a sentence.
DEFINITION Definition & Meaning - Dictionary.com
Definition definition: the act of defining, or of making something definite, distinct, or clear.. See examples of DEFINITION used in a sentence.
DEFINITION | English meaning - Cambridge Dictionary
DEFINITION definition: 1. a statement that explains the meaning of a word or phrase: 2. a description of the features and…. Learn more.
DEFINITION definition and meaning | Collins English Dictionary
A definition is a statement giving the meaning of a word or expression, especially in a dictionary.
definition noun - Definition, pictures, pronunciation and usage …
Definition of definition noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Definition - Wikipedia
A nominal definition is the definition explaining what a word means (i.e., which says what the "nominal essence" is), and is definition in the classical sense as given above. A real definition, …
Definition - definition of definition by The Free Dictionary
Here is one definition from a popular dictionary: 'Any instrument or organization by which power is applied and made effective, or a desired effect produced.' Well, then, is not a man a machine?
definition - Wiktionary, the free dictionary
Jun 8, 2025 · definition (countable and uncountable, plural definitions) ( semantics , lexicography ) A statement of the meaning of a word , word group, sign , or symbol ; especially, a dictionary …
Definition Definition & Meaning | Britannica Dictionary
DEFINITION meaning: 1 : an explanation of the meaning of a word, phrase, etc. a statement that defines a word, phrase, etc.; 2 : a statement that describes what something is
Dictionary.com | Meanings & Definitions of English Words
3 days ago · The world's leading online dictionary: English definitions, synonyms, word origins, example sentences, word games, and more. A trusted authority for 25+ years!
DEFINITION Definition & Meaning - Merriam-Webster
The meaning of DEFINITION is a statement of the meaning of a word or word group or a sign or symbol. How to use definition in a sentence.
DEFINITION Definition & Meaning - Dictionary.com
Definition definition: the act of defining, or of making something definite, distinct, or clear.. See examples of DEFINITION used in a sentence.
DEFINITION | English meaning - Cambridge Dictionary
DEFINITION definition: 1. a statement that explains the meaning of a word or phrase: 2. a description of the features and…. Learn more.
DEFINITION definition and meaning | Collins English Dictionary
A definition is a statement giving the meaning of a word or expression, especially in a dictionary.
definition noun - Definition, pictures, pronunciation and usage …
Definition of definition noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Definition - Wikipedia
A nominal definition is the definition explaining what a word means (i.e., which says what the "nominal essence" is), and is definition in the classical sense as given above. A real definition, …
Definition - definition of definition by The Free Dictionary
Here is one definition from a popular dictionary: 'Any instrument or organization by which power is applied and made effective, or a desired effect produced.' Well, then, is not a man a machine?
definition - Wiktionary, the free dictionary
Jun 8, 2025 · definition (countable and uncountable, plural definitions) ( semantics , lexicography ) A statement of the meaning of a word , word group, sign , or symbol ; especially, a dictionary …
Definition Definition & Meaning | Britannica Dictionary
DEFINITION meaning: 1 : an explanation of the meaning of a word, phrase, etc. a statement that defines a word, phrase, etc.; 2 : a statement that describes what something is
Dictionary.com | Meanings & Definitions of English Words
3 days ago · The world's leading online dictionary: English definitions, synonyms, word origins, example sentences, word games, and more. A trusted authority for 25+ years!
