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Young children playing = relational ...

Alcock, Sophie Jane.

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Young children playing = relational approaches to emotional learning in early childhood settings /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Young children playing/ by Sophie Jane Alcock.
Reminder of title:	relational approaches to emotional learning in early childhood settings /
Author:	Alcock, Sophie Jane.
Published:	Singapore :Springer Singapore : : 2016.,
Description:	xiv, 194 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1 Framing: Young Children Relating and Playing -- Chapter 2 Research Methods: Observing Experience in Two projects (Parts 2 and 3) -- Chapter 3 The Intersubjective in-between-ness in Young Children's Playfulness -- Chapter 4 Words Connecting Children Playfully Together -- Chapter 5 Becoming Selves in Play -- Chapter 6 Imagining while Playing -- Chapter 7 Feelings Felt in Bodies -- Chapter 8 A Holding Environment -- Chapter 9 Relational Fields and Context -- Chapter 10 Implications: Teachers being Relationally Aware.
Contained By:	Springer eBooks
Subject:	Play - Psychological aspects. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-1207-5
ISBN:	9789811012075

Young children playing = relational approaches to emotional learning in early childhood settings /
Alcock, Sophie Jane.

Young children playingrelational approaches to emotional learning in early childhood settings /[electronic resource] :by Sophie Jane Alcock. - Singapore :Springer Singapore :2016. - xiv, 194 p. :ill., digital ;24 cm. - International perspectives on early childhood education and development ;v.12. - International perspectives on early childhood education and development ;v.6..

Chapter 1 Framing: Young Children Relating and Playing -- Chapter 2 Research Methods: Observing Experience in Two projects (Parts 2 and 3) -- Chapter 3 The Intersubjective in-between-ness in Young Children's Playfulness -- Chapter 4 Words Connecting Children Playfully Together -- Chapter 5 Becoming Selves in Play -- Chapter 6 Imagining while Playing -- Chapter 7 Feelings Felt in Bodies -- Chapter 8 A Holding Environment -- Chapter 9 Relational Fields and Context -- Chapter 10 Implications: Teachers being Relationally Aware.

The subject of this book is young children's emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand. The focus on emotional complexity fills a gap in early childhood care and education research where young children are frequently framed narrowly as 'learners,' ignoring the importance of emotional functioning and the feelings with which children make sense of themselves and the world. This book draws on original data in the form of narrative-like framed events to creatively illustrate the complexities in children's diverse ways of feeling, thinking, playing, being, and becoming. Events illuminate the feelings and meanings of observed experiences in holistic and contextualised gestalts. Awareness of unconscious processes, the feeling of feelings, and cultural dimensions of development and meaning-making are addressed. The book emphasises the emergent and psychodynamic nature of children's development and learning with strong links to the role of play and playfulness in the events, drawing on two ethnographically inspired research projects that present theory, experience and practice in real-life events.

ISBN: 9789811012075

Standard No.: 10.1007/978-981-10-1207-5doiSubjects--Topical Terms:

530200
Play
--Psychological aspects.

LC Class. No.: LB1140.35.P55 / A43 2016

Dewey Class. No.: 372.21

Young children playing = relational approaches to emotional learning in early childhood settings /
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505 0 $a Chapter 1 Framing: Young Children Relating and Playing -- Chapter 2 Research Methods: Observing Experience in Two projects (Parts 2 and 3) -- Chapter 3 The Intersubjective in-between-ness in Young Children's Playfulness -- Chapter 4 Words Connecting Children Playfully Together -- Chapter 5 Becoming Selves in Play -- Chapter 6 Imagining while Playing -- Chapter 7 Feelings Felt in Bodies -- Chapter 8 A Holding Environment -- Chapter 9 Relational Fields and Context -- Chapter 10 Implications: Teachers being Relationally Aware.
520 $a The subject of this book is young children's emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand. The focus on emotional complexity fills a gap in early childhood care and education research where young children are frequently framed narrowly as 'learners,' ignoring the importance of emotional functioning and the feelings with which children make sense of themselves and the world. This book draws on original data in the form of narrative-like framed events to creatively illustrate the complexities in children's diverse ways of feeling, thinking, playing, being, and becoming. Events illuminate the feelings and meanings of observed experiences in holistic and contextualised gestalts. Awareness of unconscious processes, the feeling of feelings, and cultural dimensions of development and meaning-making are addressed. The book emphasises the emergent and psychodynamic nature of children's development and learning with strong links to the role of play and playfulness in the events, drawing on two ethnographically inspired research projects that present theory, experience and practice in real-life events.
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