000			06837nam a22005413i 4500
001			EBC5771083
003			MiAaPQ
005			20240122001148.0
006			m o d |
007			cr cnu||||||||
008			231124s2019 xx o ||||0 eng d
020			_a9783030159580 _q(electronic bk.)
020			_z9783030159573
035			_a(MiAaPQ)EBC5771083
035			_a(Au-PeEL)EBL5771083
035			_a(OCoLC)1101623207
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aLB1139.2-.5
100	1		_aPramling, Niklas.
245	1	0	_aPlay-Responsive Teaching in Early Childhood Education.
250			_a1st ed.
264		1	_aCham : _bSpringer International Publishing AG, _c2019.
264		4	_c�2019.
300			_a1 online resource (188 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aInternational Perspectives on Early Childhood Education and Development Series ; _vv.26
505	0		_aIntro -- Foreword -- References -- Preface -- Contents -- Part I: Theoretical Premises and Research on Playing and Learning -- Chapter 1: Developing Play-responsive Didaktik - Mission Impossible? -- Teaching and Learning in ECEC -- Different Voices, Arguments and Standpoints -- Early Childhood Education Didaktik -- Theoretical and Empirical Continuity and Discontinuity -- Guidance for Readers -- References -- Chapter 2: Learning, Teaching, and Didaktik -- The Processes and Products of Learning and Development -- Teaching and Its Phylogenetic Grounding and Ontogenetic Development -- The Concept of Embedded Teaching -- The 'What' of Learning and Didaktik -- Context and Contextualizing -- Summary -- References -- Chapter 3: Playing, Playworlds, and Early Childhood Education -- A Brief Note on Play Theories -- The Development of Play: Actions, Objects, and Meaning -- Key-References in Research on Play -- Developmental Education/Basic Education -- The Diversity of Beliefs about and Practices of Play -- The Sociogenesis of Forms of Play and Its Implication for ECEC -- Engaging the Youngest Children in Teaching Activities as Is and as If -- Summary -- References -- Chapter 4: A Combined Research and Development Project -- Empirical Data, Transcription and Analytical Procedure -- Intersubjectivity and Alterity -- Language as Constitutive and Perspectivizing -- The Freedom of Play and Open-Endedness -- As If and as Is and Learning from Fiction -- Engaging with the World as Is Through as If It Were Across the Lifespan -- Summary -- References -- Part II: Empirical Studies -- Chapter 5: The Lava-Shark: Teachers Attempting to Enter Children's Play -- How Teachers Attempt to Enter Children's Ongoing Play -- Discussion -- References -- Chapter 6: The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children's Ongoing Play.
505	8		_aResponding to Alterity -- Negotiating Possible Roles -- Negotiating Possible Directions -- Coordinating as If and as Is -- Discussion -- References -- Chapter 7: Goldilocks and Her Motorcycle: Establishing Narrative Frames -- Narratives in Children's Play -- Empirical Examples of Narrative Folktale Frames -- The Teacher Directing -- The Teacher Taking a Role -- The Teacher Triggering Play through Engaging Children in a Playful Dialogue -- The Teacher Engaging as a Guiding Participant -- Discussion -- References -- Chapter 8: The Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in Play -- External Content for Learning Introduced into Play -- Isolated Content of Learning -- Learning Content Necessary for Play -- Learning Contents Emerging in Play -- Learning the Framework of the Play -- Learning How to Play -- Developing Concepts as Part of the Play -- Discussion -- References -- Chapter 9: When Kroko-the-Crocodile Got Sick -- Reading Icons and Graphical Symbols as a Prerequisite to Play -- Teaching Everyday Routines in Play -- Discussion -- References -- Chapter 10: The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving -- Discussion -- References -- Chapter 11: The Letter Thief: From Playing to Teaching to Learning to Playing -- The Letter Thief -- Processes of Participants Orienting Toward Temporarily Sufficient Intersubjectivity -- Establishing a Shared Play Activity -- Establishing Intersubjectivity About a Content of Learning -- Maria's Changed Participation During the Activity -- The Extended Content of Learning and Reestablishing Intersubjectivity -- Discussion -- References -- Part III: Conclusions and Theoretical Elaboration -- Chapter 12: A Play-responsive Early Childhood Education didaktik -- Some Important Empirical Findings -- A Note on Agency.
505	8		_aTeaching in a Play-responsive Way in the Dynamic Space Between Alterity and Intersubjectivity -- The Concepts of Triggering and Alterity -- A Note on Scaffolding and Triggering -- Reconceptualizing Teaching and Early Childhood didaktik -- Teaching Is Not Instructing -- Teaching as Responsive and Directed Coordination -- Continuity and Discontinuity with Children's Experience -- Education as a Meta-narrative -- Concluding Note -- References.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
655		4	_aElectronic books.
700	1		_aWallerstedt, Cecilia.
700	1		_aLagerl�of, Pernilla.
700	1		_aBj�orklund, Camilla.
700	1		_aKultti, Anne.
700	1		_aPalm�er, Hanna.
700	1		_aMagnusson, Maria.
700	1		_aThulin, Susanne.
700	1		_aJonsson, Agneta.
700	1		_aPramling Samuelsson, Ingrid.
776	0	8	_iPrint version: _aPramling, Niklas _tPlay-Responsive Teaching in Early Childhood Education _dCham : Springer International Publishing AG,c2019 _z9783030159573
797	2		_aProQuest (Firm)
830		0	_aInternational Perspectives on Early Childhood Education and Development Series
856	4	0	_uhttps://ebookcentral.proquest.com/lib/bacm-ebooks/detail.action?docID=5771083 _zClick to View
999			_c305214 _d305214