Play, Learning and the Early Childhood Curriculum

The Third Edition of this popular book reflects contemporary research and thinking about the role and value of play in learning and development, within and beyond early childhood. The author explores recent developments across international contexts which endorse play as an integral part of the early childhood curriculum. The book also reviews contemporary theoretical trends which focus on the meanings and intentions that children bring to their play. The new edition includes coverage of: @! play in education policies @! UK and international perspectives @! working with parents @! social and cultural diversity @! children with special educational needs @! outdoor play Each chapter includes case studies provided by practitioners, along with questions and tasks to promote critical engagement and reflection on key issues and debates. This book is for students in Childhood Studies courses and those on Initial Teacher Education and Masters programmes in early childhood and primary education. Experienced practitioners on CPD courses will also find it useful.

“'Students find this book accessible and valuable for both undergraduate and postgraduate levels' -Lecturer's comments 'Liz Wood has given us an essential, thoughtful and engaging book which contributes to the discourse of early years pedagogy. The book is a speculative work that offers ways of thinking and a fresh perspective about play by engaging with theory and practice as they are interrelated in the reality of early years pedagogy. This book situates play in the centre of early years pedagogy and deals with the debates around learning, curriculum, assessment and policy, not only through a lucid discussion of play, but also through highly effective and moving examples of play situations in practice' -Dr Ioanna Palaiologou, The University of Hull”

′Students find this book accessible and valuable for both undergraduate and postgraduate levels′
-Lecturer′s comments

′Liz Wood has given us an essential, thoughtful and engaging book which contributes to the discourse of early years pedagogy. The book is a speculative work that offers ways of thinking and a fresh perspective about play by engaging with theory and practice as they are interrelated in the reality of early years pedagogy. This book situates play in the centre of early years pedagogy and deals with the debates around learning, curriculum, assessment and policy, not only through a lucid discussion of play, but also through highly effective and moving examples of play situations in practice′
-Dr Ioanna Palaiologou, The University of Hull

Elizabeth Wood is Professor of Education at the University of Sheffield. She teaches on a range of post-graduate programmes and runs in-service courses for teachers and early years practitioners. She has worked on a number of collaborative research projects with teachers in early years and primary schools. Elizabeth co-directed two ESRC funded research projects with Neville Bennett: Reception Teachers′ Theories of Play (1995-97) and Progression and Continuity in the Early Years (1999-2000). She has authored books and articles based on her research interests in play, young children′s learning, early childhood pedagogy, equity and equality, policy critique and collaborative action research.

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