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Play and Practice in the Early Years Foundation Stage

Canning, Natalie ed. (2011). Play and Practice in the Early Years Foundation Stage. London: Sage.

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Abstract

Play is an underlying theme of the Early Years Foundation Stage (EYFS) but it is often a challenge for practitioners to provide a play based curriculum. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed, planned and assessed in a meaningful context for the child.
Organised into four sections that mirror the EYFS, this book takes you through the curriculum framework demonstrating how play underpins each of these principles and is the common thread that links them together.
Chapters include: celebrating children's play choices; ways to work with parents; inspiring environments for inspirational play; the role o play in supporting key relationships; creative play for flexible learning.
Incorportating the voices of early years practitioners, this book takes the unique approach of analysing academic theory, showing how this can be put into practice and then suggests activities to facilitate reflective practice and professional development.
Useful to all those studying on any early years course, this book is particularly relevant to those leading practice in early years settings and those working towards Early Years Professional Status (EYPS).

Item Type: Edited Book
Copyright Holders: 2011 Chapters 3 & 4 Mandy Andrews, 2011 Chapter 5 Michael Reed & Rosie Walker, 2011 Chapter 6 Sue Callan with Carole Ellis and Helen Richards, 2011 Chapter 10 Karen Appleby, 2011 Case study: Play and family support in a children's centre Rosie Walker, 2011 All other material, including photographs and editorial arrangement Natalie Canning
ISBN: 1-84860-996-5, 978-1-84860-996-9
Academic Unit/Department: Education and Language Studies > Education
Item ID: 24665
Depositing User: Natalie Canning
Date Deposited: 04 Dec 2010 16:28
Last Modified: 23 Oct 2012 14:21
URI: http://oro.open.ac.uk/id/eprint/24665
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