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Book
The Complete Guide to Godly Play: Practical Helps from Godly Play Trainers
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Language: English
Published: Denver, Colorado: Living the Good News, 2006
Volume: 5
Article
A Play About Writing a Play
Publication: NAMTA Quarterly, vol. 6, no. 1
Date: 1980
Pages: 16-23
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Book
The Complete Guide to Godly Play: How to Lead Godly Play Lessons
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Language: English
Published: Denver, Colorado: Living the Good News, 2002
Volume: 1 of 3
Doctoral Dissertation
Math Play: Growing and Developing Mathematics Understanding in an Emergent Play-Based Environment
Available from: University of California eScholarship
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Abstract/Notes: This project explores how mathematics growth and development can be supported, documented and assessed in an emergent play-based early childhood education environment inspired by the practices and principles of Reggio Emilia. Using the California Preschool Learning Foundations as a framework, Math Play includes developmentally appropriate activities and environments that support cognitive development within the mathematics domain. This curriculum documents how a classroom's emergent themes were interwoven into activities and environments that did not oppose the practices and principles of the approach. Math Play successfully documented each child's mathematic understanding as well as areas needing further growth and development. With the California Preschool Learning Foundations as a framework, teachers can use Math Play to establish a child's level of understanding within this domain that plays one of important roles in assessing a child's school readiness. Math Play provides examples of how teachers can use authentic formative portfolios for assessment of growth and development. Math Play provides an alternative for standardized assessment in an emergent play-based environment that authenticates the experiences that preschool children are having while growing and developing in a Reggio Emilia inspired environment. After implementation of Math Play the following two findings were deduced : 1. Children engaged and demonstrated a range of mathematic growth and development that corresponds with the eighteen sub-strands of the California Preschool Learning Foundations. 2. Authentic formative portfolios provided an effective way to discuss individual child mathematic growth and development with assistant teachers and parents. In addition to these findings the children who were involved in this research continued to grow and develop by engaging in activities that furthered their mathematic foundation after Math Play implementation
Language: English
Published: San Diego, California, 2012
Doctoral Dissertation
The Potentiality of Play: The Shifting Design Language of Play-Based Learning
Available from: Edinburgh Napier University
Montessori method of education - Criticism, interpretation, etc., Play, Student-centered learning
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Abstract/Notes: This thesis, underpinned by cross-cultural design ethnography (DE) and research through design (RtD), re-reads play-based learning constructs as design practice. In doing so, it charts the shifting relationship between design and theories of play-based learning. The work frames the design of play-based learning processes, from their emergence in historical learning environments such as the Montessori method to current pedagogies of STEAM learning. This evolutionary focus will be of interest to a wide range of stakeholders such as pedagogues, designers, and policy makers, each of whom contribute to where, what and how children are taught. This thesis presents the following arguments: Firstly, it frames and re-reads key historical play pedagogues as designers and design thinkers, whose work has shaped and influenced the evolution of play-based learning through the inception of play artefacts, spaces, and structures. This thesis further elucidates that design-thinking has been at the heart of play-based learning, demonstrated through the design of modular and standardised pedagogic objects and spaces of historic learning environments. The design evolution within this framework helps to enlighten the development of tinkering and iterative prototyping as twenty-first century affordances of learning through play. Secondly, this thesis uses observation-based design ethnography of the Montessori method, to argue that Montessori’s restrictive pedagogy can be counterproductive to learning through intuitive processes of exploration and iteration. Thirdly, by adapting the practice-based research method of research through design (RtD), the thesis demonstrates and proposes that twenty-first century design affordances of tinkering and iteration can be suitably integrated to enrich historic play-based learning environments such as the Montessori method. In each of these arguments, the ways in which pedagogic theories of play are interwoven with the language of design thinking are revealed. By bringing into focus the triad of play, pedagogy, and design, an additional educational landscape of twenty-first century cultural learning environments is explored. Cultural learning environments (CLEs) such as museums and public galleries extend the scope of play-based learning beyond formalised spaces of schools and bring into relief, the predominance of design while incepting platforms, ateliers, and activities to initiate learning through play.
Language: English
Published: Edinburgh, Scotland, 2021
Article
Sensorial Games Children Play
Publication: Montessori International, vol. 9, no. 3
Date: 1999
Pages: 11–12
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Language: English
ISSN: 1470-8647
Article
Bike Play
Publication: Montessori International, vol. 9, no. 4
Date: 1999
Pages: 10–11
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Language: English
ISSN: 1470-8647
Article
Outdoor Play Outside
Publication: Montessori International, vol. 9, no. 4
Date: 1999
Pages: 15
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Language: English
ISSN: 1470-8647
Article
Role Playing a Computer
Publication: Montessori Courier, vol. 5, no. 4
Date: Oct 1993
Pages: 8–9
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Language: English
ISSN: 0959-4108
Article
Project Idea: Staging a Play: Explaining Noah
Publication: Montessori International, vol. 10, no. 4
Date: 2001
Pages: 40–41
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Language: English
ISSN: 1470-8647