Foundations, adult dynamics, teacher education and play
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Bibliographic Information
Foundations, adult dynamics, teacher education and play
（Advances in early education and day care, v. 10）
JAI Press, c1999
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Includes bibliographical references and indexes
Description and Table of Contents
Description
The papers appearing in this volume reflect current thinking about the contexts of our thought, methodology, the nature of experience while teaching and program improvement, and how we conceptualize play in the curriculum.
Table of Contents
List of contributors. Series Editor's introduction to volume 10 (S. Reifel). Foundations. Postmodern research in early childhood education (G.S. Cannella, C. Bailey). Changing realities--changing research (S.L. Kagan, S. Wechsler). Adult Dynamics. Helping things come out much better: understanding the students' perspective in an early childhood vocational education program (R. Theilheimer). Using climate assessment to improve quality of work life in early childhood programs (P.J. Bloom). Teacher Education and Play: Rhetorics Redux. The rhetorics of adult and child play theories (B. Sutton-Smith). How preservice early childhood education teachers understand play and the uses of Sutton-Smith's rhetorics of progress and phantasmagoria in teacher education (M.S. Rivkin). Rhetorics of the imaginary/children's phantasmagoria and rhetoric of play as progress: a study of persistence and facilitation (M.G. Freyer). Implications of the rhetoric of play as progress for preservice and inservice teachers (A.P. Samaras). Reflections on rhetoric and rhetorics redux (G.G. Fein). Play research and the early childhood profession (S. Reifel). Author index. Subject index.
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