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Author: Julia C. Bishop Publisher: ISBN: Category : Education Languages : en Pages : 232
Book Description
This text examines the free play of children in middle childhood, exploring their actual play activities in the school playground. It counters the widespread concern about the supposed decline in children's play with fresh evidence from Australia, Canada, France, Israel and Britain of the vibrancy, creativity and variety of free play activities, particularly in the school playground. The detailed case studies discuss the many aspects of children's play traditions, including the use of playground space, the ways in which children learn and adapt games and rhymes in multicultural and monocultural settings, children's creative and subversive use of mass media items, and gendered dimensions of play. Emphasis is on children's own perceptions, the importance of free play at a time when it is increasingly under threat, and the benefits that an informed appreciation of contemporary children's play can bring to teaching, the management of school playtime, and intercultural and intergenerational understanding.
Author: Julia C. Bishop Publisher: ISBN: Category : Education Languages : en Pages : 232
Book Description
This text examines the free play of children in middle childhood, exploring their actual play activities in the school playground. It counters the widespread concern about the supposed decline in children's play with fresh evidence from Australia, Canada, France, Israel and Britain of the vibrancy, creativity and variety of free play activities, particularly in the school playground. The detailed case studies discuss the many aspects of children's play traditions, including the use of playground space, the ways in which children learn and adapt games and rhymes in multicultural and monocultural settings, children's creative and subversive use of mass media items, and gendered dimensions of play. Emphasis is on children's own perceptions, the importance of free play at a time when it is increasingly under threat, and the benefits that an informed appreciation of contemporary children's play can bring to teaching, the management of school playtime, and intercultural and intergenerational understanding.
Author: Chris Richards Publisher: Routledge ISBN: 1317167554 Category : Social Science Languages : en Pages : 333
Book Description
The result of a unique research project exploring the relationship between children's vernacular play cultures and their media-based play, this collection challenges two popular misconceptions about children's play: that it is depleted or even dying out and that it is threatened by contemporary media such as television and computer games. A key element in the research was the digitization and analysis of Iona and Peter Opie's sound recordings of children's playground and street games from the 1970s and 1980s. This framed and enabled the research team's studies both of the Opies' documents of mid-twentieth-century play culture and, through a two-year ethnographic study of play and games in two primary school playgrounds, contemporary children's play cultures. In addition the research included the use of a prototype computer game to capture playground games and the making of a documentary film. Drawing on this extraordinary data set, the volume poses three questions: What do these hitherto unseen sources reveal about the games, songs and rhymes the Opies and others collected in the mid-twentieth century? What has happened to these vernacular forms? How are the forms of vernacular play that are transmitted in playgrounds, homes and streets transfigured in the new media age? In addressing these questions, the contributors reflect on the changing face of childhood in the twenty-first century - in relation to questions of gender and power and with attention to the children's own participation in producing the ethnographic record of their lives.
Author: Kathryn Marsh Publisher: Oxford University Press ISBN: 019971892X Category : Music Languages : en Pages : 526
Book Description
The Musical Playground is a new and fascinating account of the musical play of school-aged children. Based on fifteen years of ethnomusicological field research in urban and rural school playgrounds around the globe, Kathryn Marsh provides unique insights into children's musical playground activities across a comprehensive scope of social, cultural, and national contexts. With a sophisticated synthesis of ethnomusicological and music education approaches, Marsh examines sung and chanted games, singing and dance routines associated with popular music and sports chants, and more improvised and spontaneous chants, taunts, and rhythmic movements. The book's index of more than 300 game genres is a valuable reference to readers in the field of children's folklore, providing a unique map of game distribution across an array of cultures and geographical locations. On the companion website, readers will be able to view on streamed video, field recordings of children's musical play throughout the wide range of locations and cultures that form the core of Marsh's study, allowing them to better understand the music, movement, and textual characteristics of musical games and interactions. Copious notated musical examples throughout the book and the website demonstrate characteristics of game genres, children's generative practices, and reflections of cultural influences on game practice, and valuable, practical recommendations are made for developing pedagogies which reflect more child-centred and less Eurocentric views of children's play, musical learning, and musical creativity. Marsh brings readers to playgrounds in Australia, Norway, the USA, the United Kingdom, and Korea, offering them an important and innovative study of how children transmit, maintain, and transform the games of the playground. The Musical Playground will appeal to practitioners and researchers in music education, ethnomusicology, and folklore.
Author: Pete King Publisher: Routledge ISBN: 1317222121 Category : Education Languages : en Pages : 142
Book Description
Play is of critical importance to the well-being of children across the globe, a fact reflected in Article 31 of the United Nations Convention on the Rights of the Child. Yet existing literature on the subject is largely confined to discussing play from a developmental, educational or psychological perspective. Researching Play from a Playwork Perspective offers a new and exciting angle from which to view play, drawing on the authors’ own experience of conducting research into various aspects of this all-important and pervasive phenomenon. This innovative work will act as a compass for those looking to undertake research into different aspects of play and child welfare. Each chapter explores how the author has combined established and new research methodologies with their individual playwork approaches to arrive at emergent understandings of playwork research. The overall conclusion discusses directions for future research and develops a new model of playwork research from the four common themes that emerge from the contributions of individual authors: children’s rights, process, critical reflection, and playfulness. Examples from the United Kingdom, Nicaragua, and Sweden give this unique work international relevance. Researching Play from a Playwork Perspective will appeal to researchers and students around the world working in the fields of playwork, childcare, early years, education, psychology and children’s rights. It should also be of interest to practitioners in a wide variety of professional contexts, including childcare and therapy.
Author: Jeffrey Goldstein Publisher: Routledge ISBN: 1135614547 Category : Language Arts & Disciplines Languages : en Pages : 274
Book Description
This book is a state-of-the-art look at where toys have come from and where they are likely to go in the years ahead. The focus is on the interplay between traditional toys and play, and toys and play that are mediated by or combined with digital technology. As well as covering the technical aspects of computer mediated play activities, the authors consider how technologically enhanced toys are currently used in traditional play and how they are woven into childrens' lives. The authors contrast their findings about technologically enhanced toys with knowledge of traditional toys and play. They link their studies of toys to goals in education and to entertainment and information transfer. This book will appeal to students, researchers, teachers, child care workers and more broadly the entertainment industry. It is appropriate for courses that deal with the specialized subject of toys and games, media studies, education and teacher training, and child development.
Author: Mark Dudek Publisher: Routledge ISBN: 1136421947 Category : Architecture Languages : en Pages : 322
Book Description
This collection of essays is concerned with the experiences children have within the supervised worlds they inhabit, as well as with architecture and landscape architecture. International examples of innovative childcare practice are illustrated together with the design processes which informed their development. The emphasis here is on new and experimental childcare projects which set-out to reassert the rights of children to participate in a complex multi-faceted world, which is no longer available to them, unless under adult supervision. Research supports in depth recommendations regarding the ideal children's environment, across a range of contexts and dimensions. Until recent times, the needs of children within the urban environment were largely ignored. There is little tradition and no broadly agreed contemporary architectural or landscape theory as to how children should be provided for, beyond a limited functional agenda. There is a sense that architecture for childhood is not taken seriously; it is either whimsical and ephemeral or largely designed for adults, an adjunct to the more important business of adult needs and aspirations. Yet children access much of their education and development through play and social interaction with their childhood counterparts. The spaces in and around children"s daycare centres, schools, supervised parks and other dedicated children"s environments are the subject of this collection. As more and more purpose designed buildings and gardens for children are opened, the need to listen to children and their carers is becoming more aparant. Mark Dudek gathers together a number of internationally recognized experts in the field of childcare environments to write about different aspects of the landscape. They have been chosen in particular because of their background in enquiring, research orientated work, both theoretical and practical. They listen to and watch children. Contributors have considered the child"s environment as one which is secure and controlled yet offers additional environmental dimensions which extend developmental possibilities. Children often spend a great deal of time in daycare facilties and schools, as parents are absorbed in their own work and leisure activities. This places an emphasis on architects and planners to consider the needs of children in great detail. As such, the children"s environment must be conceived of as a rich, complex place; a "world within a world". We use the word LANDSCAPE in recognition that children do not differentiate between the inside and the outside, private and public; every part of their perception is open to stimulation by a stimulating environment.
Author: Tovey, Helen Publisher: McGraw-Hill Education (UK) ISBN: 0335216412 Category : Education Languages : en Pages : 174
Book Description
Young children seek adventure and challenge in their outdoor play. This book offers a clear rationale for why outdoor play is essential for young children's lives and learning. It asks fundamental questions about what sort of environments we want for young children, as well as examining issues of risk and safety.
Author: Avra Pieridou Skoutella Publisher: Routledge ISBN: 1317054377 Category : Music Languages : en Pages : 299
Book Description
Small Musical Worlds in the Mediterranean is a pioneering book-length study of the complex topics of identity, ethnicity and global processes in children’s musical lives in the Republic of Cyprus - a Mediterranean country during its post-colonial era. What is it about this country’s musical enculturation that made musical identity such a potent element in Greek Cypriot children’s worlds? How is history, tradition, modernity, ethnic fluidity, syncretism and diversification in the Mediterranean negotiated in the construction of musical ’self’ and ’other’ in children’s daily lives? This book, through a journey of ’fieldwork at home’, discusses how children select, reject, reproduce and transform meanings and create new ones at the micro-level of their lives through which individuals and groups define themselves and others. Towards this exploration, musical identity in childhood is discussed in terms of cultural production and reproduction, human expression, inter-relating and learning. Ethnographic vignettes of children’s musical practices and direct words add depth and humour to the flow of the book. This study is a synthesis of ethnomusicology, musical anthropology, education and folklore in which the author effectively weaves together theories of musical enculturation and identity, sociocultural learning and human agency. The book will be invaluable to scholars interested in musical enculturation, musical identities, children’s contextual musical practices, ethnicity, globalization studies, music education and Mediterranean studies.
Author: Gary E. McPherson Publisher: Oxford University Press ISBN: 0191061883 Category : Psychology Languages : en Pages : 697
Book Description
The new edition of The Child as Musician: A Handbook of Musical Development celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills. The focus is on musical development from conception to late adolescences, although the bulk of the coverage concentrates on the period when children are able to begin formal music instruction (from around age 3) until the final year of formal schooling (around age 18). There are many conceptions of how musical development might take place, just as there are for other disciplines and areas of human potential. Consequently, the publication highlights the diversity in current literature dealing with how we think about and conceptualise children's musical development. Each of the authors has searched for a better and more effective way to explain in their own words and according to their own perspective, the remarkable ways in which children engage with music. In the field of educational psychology there are a number of publications that survey the issues surrounding child and adolescent development. Some of the more innovative present research and theories, and their educational implications, in a style that stresses the fundamental interplay among the biological, environmental, social and cultural influences at each stage of a child's development. Until now, no similar overview has existed for child and adolescent development in the field of music. The Child as Musician addresses this imbalance, and is essential for those in the fields of child development, music education, and music cognition.
Author: Julia C. Bishop
Author: Julia C. Bishop
Author: Jan van Gils
Author: Chris Richards
Author: Kathryn Marsh
Author: Pete King
Author: Jeffrey Goldstein
Author: Mark Dudek
Author: Tovey, Helen
Author: Avra Pieridou Skoutella
Author: Gary E. McPherson