The Natural World as Content for Interconnection and Divergence of Pretense and Storytelling in Children’s Play

Kumara Ward (Lead / Corresponding author)

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    Play-based curriculum approaches are widely recognized by researchers and educators in the early childhood sector as fundamental to children’s learning and to children being active participants in the learning process (Australian Curriculum Assssment and Reporting Authority [ACARA], 2010; Arthur, Beecher, Death, Dockett, & Farmer, 2014; Dockett & Fleer, 1999; Fleer et al., 2006; Hamilton & McFarlane, 2005; Hedges, 2000; Isenberg & Jalongo, 1993). Accordingly, they are implemented in various forms throughout childcare settings in Australia. Play-based approaches are also embedded in the Early Years Learning Framework (EYLF; Department of Education, Employment and Workplace Relations [DEEWR], 2009), which guides practice in all settings across the country. That they are included in this national framework document underscores the recognition of the role of play in children’s learning, identity, and development. While play is recognized as something that all children do, the type of play and its content vary depending on physical context, social grouping, sociocultural backgrounds of the children and their development, interests, and funds of knowledge (Arthur et al., 2014; Fleer et al., 2006; Göncü, 1993; Little, 2010; Riojas-Cortez, 2001; Rogers & Evans, 2006).
    Original languageEnglish
    Title of host publicationChildren's Play, Pretense, and Story
    Subtitle of host publicationStudies in Culture, Context, and Autism Spectrum Disorder
    EditorsSusan Douglas, Lesley Stirling
    Place of PublicationNew York
    PublisherTaylor & Francis
    Chapter10
    Pages227-250
    Number of pages24
    Edition1
    ISBN (Electronic)9781317814870, 9781315817835
    ISBN (Print)9781848725430
    DOIs
    Publication statusPublished - 2015

    ASJC Scopus subject areas

    • General Psychology

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