Download Teaching Through Play: Teachers' Thinking and Classroom by Neville Bennett, Elizabeth Wood, Sue Rogers PDF
By Neville Bennett, Elizabeth Wood, Sue Rogers
This booklet is predicated at the findings of a learn venture into Reception lecturers' Theories of Play funded through the industrial & Social study Council. there's powerful ideological and theoretical aid for a play-based curriculum within the early years. yet proof means that lecturers locate this hard to translate into perform. the academic strength of play isn't discovered. This examine makes a speciality of 9 reception category lecturers, starting from newcomers to specialists, so one can detect their theories of play and the way those relate to school room perform. the information exhibit new insights into how they attempt to include play into the curriculum in contrasting methods and the restrictions they come across during this approach. there's a have to increase the standard of educating and studying via play. educating via Play makes a worthwhile contribution to this method.
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Additional resources for Teaching Through Play: Teachers' Thinking and Classroom Practice
Sample text
The relatively modern school is a one-story building containing nine classrooms. Every room is equipped with a sink and bathroom and has a direct exit to outdoors, which facilitates outside activities. The school had no kindergarten when we started. The first year classroom, 25 by 30 feet large, originally contained traditional seats and desks, which on our initiative were replaced by tables and chairs. Additionally, for the purpose of our program, art easels and green chalk boards that could be tilted were brought in, the floor was carpeted, and two rope ladders were suspended from exposed steel girders on the ceiling.
A child's learning of any facts depends in part on the child's general capacity to relate these specific facts to other facts in a meaningful manner. In all these examples intelligent comprehension is the most vital ingredient of the total learning process. Consequently, the School for Thinking, recognizes the psychological priority of intelligence over learning. Piaget's theory permits the school to separate conceptually what cannot be separated in practice: the learning aspect and the thinking aspect.
Development has to do with general mechanisms of action and of thinking; it pertains to intelligence in its widest and fullest sense. Everything that can be called characteristic of human intelligence comes about chiefly through the process of development as distinct from the process of learning. Learning deals with the acquisition of specific skills and facts and the memorizing of specific information. Piaget's theory states clearly that the general development of intelligence is the basis on which any specific learning rests.