Features and Benefits

Vision for the 2nd Edition: 

  • support early learning student teachers in exploring the “who, what, when, how, and why” about children and play;
  • spark readers to engage in discussion and debate about the concepts and ideas presented;
  • highlight new research for the purpose of advancing thinking, dialogue, debates, and learning about the importance of children’s curiosity to play and to learning;
  • stimulate new and experienced early learning teachers to examine their roles and responsibilities in partnering with children to create stimulating, challenging, exciting, and unique play environments and experiences in both indoor and outdoor environments;
  • offer our readers tools to support them in engaging in dialogue with families about how early play experiences provide children with the foundational knowledge, skills, and attributes needed for later academic learning and life-long dispositions;
  • support early learning student teachers in gaining the knowledge and skills needed to commit to ensuring that children in both urban and rural settings have access to quality play experiences;
  • provide early learning student teachers with evidence-based information about the importance of play that would be incorporated into their working philosophy; and
  • contribute to early learning student teachers developing or deepening their passion for and commitment to children and their play.

The pedagogical features of this edition include:

  • Opening Quotes: Each chapter begins with a quote that is intended to offer the reader “a   place to begin” in thinking about one aspect of child’s play.
  • Stories of Practice: At the beginning of each chapter, early learning teachers share their perspective on the topical issue the chapter will address. These messages help set the stage for you to become familiar with how theory has informed practice, how new learning is essential in the profession, and how the combination of theory and practice guides early learning teachers in their daily work with children and families.
  • Learning Outcomes: Each chapter begins with a series of learning outcomes that will be presented in the chapter. This helps the reader to become familiar with the core concepts of each chapter.
  • Stop . . . Think . . . Discuss . . . Reflect Boxes: These boxes provide probing questions that are intended for you and members of your learning community to explore and to trigger ideas, passion, and research interests beyond the content presented in the chapter.
  • Invitations to Search the Internet: The magnifying glass represents an invitation to students to further then learning in each chapter by accessing reading and resources online.
  • Key Terms with Definitions: Throughout the text, key terms are shown in boldface and definitions presented in the margins.
  • Terms that Influence Early Learning Play Environments: We conclude this chapter with three additional terms that support the theory of children’s play
  • Chapter Summary: At the conclusion of each chapter, there are key points identified that summarize the core concepts of the chapter and reflect the learning outcomes presented at the onset of the chapter.
  • Review Questions: Each chapter offers the learner questions to explore based on the content of the chapter.
  • Making Connections-Theory to Practice: Each chapter provides scenarios based on the content of the chapter. This section is intended to help the reader make the connection between theory and practice.
  • Digital Portfolio Entries: This end of chapter section includes suggestions for potential portfolio entries based on the content of each chapter.