| Description |
1 online resource |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of contributors; Introduction; 1. Play defined: The search for play; What is play?; The diversity of play; Play and brain development; School playgrounds; Whose playground is it?; Where, when, what can children play?; Where can children play?; What can children play?; When can children play?; Summary; Discussion questions; Note; References; 2. School break-times: To be or not to be?; Break-times around the world; Managing negative behaviour during break-times; Academic gains from break-times |
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Health and well-being benefits from active playBenefits from being outside during break-times; Playgrounds during break-times are a valued curriculum resource; Summary; Discussion questions; References; 3. Playgrounds for learning, communicating and playing; Introduction; Children's development; Physical development; Cognitive development; Social and emotional; Communication; Children who experience developmental difference; Playgrounds to support communication and learning; Play experiences to support children with complex developmental disabilities; Strategy 1: Make time for play |
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Strategy 2: Follow the child's leadStrategy 3: Describing emotions and actions; Strategy 4: Embedding augmentative and alternative communication; Strategy 5: Promote decision-making and return responsibility; Summary; Questions for discussion; References; 4. The role of adults in school playgrounds: The no-rules playground; Teachers/adults in the school playground; Managing behaviour in the playground; Supervision and risk management; Student voice and democracy in the playground; Playground equipment; Summary; Discussion questions; References |
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5. Traditional games and media informed play in the playgroundTraditional and contemporary games; The changing nature of playground games; The movement towards digital play; Summary; Discussion questions; References; 6. Moving from early childhood to primary school playgrounds; Theoretical framework for viewing transitions; Challenges for children moving to primary school; Inclusion in the school playground; The expectations of wha-nau for Ian's playground experiences; Transition and cultural differences; Contextual differences between early childhood and school during break-times |
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Additional support strategiesEarly childhood teachers and transition; Primary school teachers and transitions; Effective transitions from preschool to primary school playgrounds; Summary; Discussion questions; Note; References; 7. Transitions from primary to secondary school playgrounds: From reality to virtual reality; Adolescence and the changing nature of friendships and social interactions; Primary to secondary school transition -- the New Zealand context; Secondary school playgrounds and break-times; Technology and cyber tools in the lives of secondary school students |
| Summary |
Play is critical to children's well-being and development. All students should have access to and adequate time for positive play experiences every day. Learning and Connecting in School Playgrounds invites parents, teachers, principals and education administrators to take another look at their school playgrounds as spaces crucial to learning, well-being and development. This book combines research findings, commentary and the authors' personal experiences and observations together with the views of teachers, principals, parents and students related to play and play spaces. Key content includes consideration of the role of adults in the school playground, the influence of technology on play, the challenges experienced by children transitioning to new school environments and consideration of strategies to support students' access and participation in the playground. Cases are presented to illustrate the use of an audit tool to enhance school playgrounds. The future of school playgrounds is also considered through the reported hopes and dreams of adults and students and a range of recommendations are made for the review and development of schools' outdoor play spaces. Learning and Connecting in School Playgrounds is written with a sense of urgency, calling for the recognition of positive play experiences as invaluable to children's education. It includes important and challenging insights to inform and guide decision-making and will be an essential resource for all stakeholders who share responsibility for children's participation and learning during school break-times |
| Notes |
Challenges and opportunities for secondary students and staff |
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Llyween Couper, PhD completed a PhD in 2015 at the University of Canterbury, Christchurch, New Zealand, where she is currently co-presenting Master's level courses by distance in Autism and Teaching and Learning in Inclusive Settings. Llyween is a registered teacher and worked as a Resource Teacher, Learning and Behaviour in primary and secondary schools in Christchurch, New Zealand. During this time she was awarded a 10-week sabbatical to develop a playground audit tool. Dean Sutherland, PhD is a senior lecturer and speech-language therapist at the University of Canterbury, Christchurch, New Zealand. His research interests include supporting parents, whåanau and teachers to understand how to grow children's communication and social connections. Dean is passionate about the role of play and play spaces in children's lives |
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Online resource; title from digital title page (viewed on April 22, 2019) |
| Subject |
Playgrounds.
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Play -- Psychological aspects
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EDUCATION -- General.
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Play -- Psychological aspects
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Playgrounds
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| Form |
Electronic book
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| Author |
Couper, Llyween, editor.
|
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Sutherland, Dean, editor.
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| ISBN |
9781351130905 |
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1351130900 |
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9781351130912 |
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1351130919 |
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9781351130899 |
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1351130897 |
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9781351130882 |
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1351130889 |
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