Play and learning in early childhood settings : international perspectives
著者
書誌事項
Play and learning in early childhood settings : international perspectives
(International perspectives on early childhood education and development / series editors, Marilyn Fleer, Ingrid Pramling-Samuelsson, v. 1)
Springer, c2009
大学図書館所蔵 全18件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book represents the outcome of the joint activities of a group of scholars who were concerned about the lack of international research in play for children from birth to 3 years. The authors are members of the Organisation Mondiale pour ` l'Education Prescholaire (OMEP). For further information, see http://www.om- ong.net/. The idea of carrying out a research project internationally was born at the OMEP's World Congress in Melbourne, Australia 2004. All member countries were invited and 10 countries decided to participate, of which three have withdrawn d- ing the process. The reason for this might be that in these countries only one person was working with the project, while other seven countries have been working in a team of two or more persons. The countries that have carried out research and contributed to this book with a chapter each are Australia, Chile, China, Japan, New Zealand, Sweden and USA (Wisconsin). For more information about the p- ticipating countries and their corresponding addresses, see Appendix I. This book project started in Melbourne with a discussion about what is general in early childhood education globally, and what is culturally speci c. The discussion was inspired by one of the keynote speakers, Nazhat Shameem (2004), judge in the supreme court in Fiji, when she said: "If we all think we are so different and speci c in each culture, the role of human rights has no value anymore." We formulated three questions:
目次
Chapter 1: A cultural-historical perspective on play: Play as a leading activity across
cultural communities Marilyn Fleer Chapter 2: Play and learning in Aotearoa/New Zealand early childhood education Jayne White, Fiona Ellis, Amiria O'Malley, Jean Rockel Sue Stover and Meripa Toso, Aotearoa/
New Zealand Chapter 3: Play and learning in Australia * Marilyn Fleer, Holli A. Tonyan, Ana Cristina Mantilla and C. Patricia Rivalland, Australia Chapter 4: Play and learning in Chile Veronica Aedo, Leonor Cerda, Patricia Dintrans, Mirna Pizarro, Silvia Redon and
Veronica Romo, Chile Chapter 5: 'Eduplay': Beliefs and practices related to play and learning in Chinese
kindergartens Nirmala Rao and Hui Li, Hong Kong, China Chapter 6: The meaning of play and learning for 0-3 years old children in Japan Mari Mori. Akiko Nezu, Chikage Samizo, Tomomi Naito and Mamiko Ishizuka, Japan Chapter 7: Play and learning in Swedish early childhood education * Ingrid Pramling Samuelsson and Sonja Sheridan, Sweden Chapter 8: Play and learning in Wisconsin Lenore Wineberg and Louis Chicquette, Wisconsin, USA Chapter 9: Commonalities and distinctions across countries Ingrid Pramling Samuelsson and Marilyn Fleer Appendix I
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