by clicking the arrows at the side of the page, or by using the toolbar.
by clicking anywhere on the page.
by dragging the page around when zoomed in.
by clicking anywhere on the page when zoomed in.
web sites or send emails by clicking on hyperlinks.
Email this page to a friend
Search this issue
Index - jump to page or section
Archive - view past issues
Reflections Magazine : Reflections Magazine Issue 54
11 An international early years project led by QUT and University of Iceland researchers has investigated children's accounts of play and the teacher's role in play in kindergarten settings. While most commonly associated with young children's activities and the 'work' of childhood, play is recognised also as an activity that extends over the life span, from early childhood to adulthood, and across cultures, worldwide. Play, often described as an essential part of childhood, is viewed as a time for independent and shared exploration, problem solving and creativity. As shown in national and state policy and curriculum documents, play is being subjected increasingly to specific guidelines that address the physical environment and educator involvement in early years settings. Parents and educators have strong opinions regarding the value and place of play. Children also have strong views about play, although little is known about their views and what they think play encompasses, and the value of play in their everyday lives. Teachers and Academics Researching Together: children's views on play Authors: Dr Maryanne Theobald & Prof Susan Danby School of Early Childhood, QUT
Reflections Magazine Issue 53 Summer 2013
Reflections Magazine Issue 55 Winter 2014