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Thinking About Play
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Table of Contents

Introduction
PART 1: Theoretical aspects of play and reflection
Practitioner reflection on play and playful pedagogies
Thinking through the challenge of a play-based curriculum. Increasing playfulness via co-construction
The nature of practitioners' reflection on their reflections about play
Play and a constructivist approach to literacy learning. Comparing settings in Norway and England

PART 2: Reflecting on children's playful learning
Reflecting on child-initiated play
Play as an emotional process
Listening to and learning from children's perspectives
Reflecting on children 'playing for real' and 'really playing' in the early years PART 3: Reflecting on playful learning environments
The pedagogy of play(ful) learning environments
Thinking it through. Rough and tumble play
'This is a different calculator - with computer games on'. Reflecting on children's symbolic play in the digital age
A place for play. Creating complex learning environments PART 4: Reflecting on playful contexts
Thinking through transition, pedagogy and play from early childhood education to primary
Thinking through the uses of observation and documentation
Afterword

About the Author

Janet Moyles is Emeritus Professor of Education at Anglia Ruskin University and an early years/primary specialist and consultant, particularly in the areas of play, learning and practitioner research. Her books include Just Playing?, The Excellence of Play, Interactive Teaching in the Primary School; Images of Violence and Effective Leadership and Management in the Early Years.

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