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Early Child Development and Care Volume 140, 1998 - Issue 1
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Original Articles

Teachers' Theories of Play: Constructivist or Social Constructivist?

Elizabeth Wood University of Exeter, School of Education, Heavitree Road, Exeter EX1 2LU, Devon, UK
&
Neville Bennett University of Exeter, School of Education, Heavitree Road, Exeter EX1 2LU, Devon, UK
Pages 17-30 | Received 12 Nov 1997, Published online: 07 Jul 2006

Citations (18)

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Read on this site (8)

Yeshe Colliver. (2022) Intentional or incidental? Learning through play according to Australian educators’ perspectives. Early Years 42:2, pages 182-199.
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Moses Kumi Asamoah & Yaw Oheneba-Sakyi. (2017) Constructivist tenets applied in ICT-mediated teaching and learning: higher education perspectives. Africa Education Review 14:3-4, pages 196-211.
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Julie Stirrup, John Evans & Brian Davies. (2017) Learning one’s place and position through play: social class and educational opportunity in Early Years Education. International Journal of Early Years Education 25:4, pages 343-360.
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Susan Edwards. (2005) Constructivism does not only happen in the individual: sociocultural theory and early childhood education. Early Child Development and Care 175:1, pages 37-47.
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Adam Winsler. (2003) INTRODUCTION TO SPECIAL ISSUE: Vygotskian Perspectives in Early Childhood Education: Translating Ideas into Classroom Practice. Early Education and Development 14:3, pages 253-270.
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JanetteC. Wetsel. (2002) Using technology to help preservice teachers construct knowledge about young children's classroom environments. Journal of Early Childhood Teacher Education 23:3, pages 293-295.
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Elizabeth Wood & Neville Bennett. (1999) Progression and Continuity in Early Childhood Education: Tensions and contradictions. International Journal of Early Years Education 7:1, pages 5-16.
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Cornelia Rüdisüli, Isabelle Duss, Patricia Lannen & Corina Wustmann Seiler. Relations between teacher–child interaction quality and children’s playfulness. Early Child Development and Care 0:0, pages 1-15.
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Articles from other publishers (10)

Cornelia Rüdisüli, Isabelle Duss, Patricia Lannen & Corina Wustmann Seiler. (2023) External assessment of teachers’ roles during children’s free play and its relation to types of children’s play. Frontiers in Education 8.
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Christina O’Keeffe & Sinead McNally. (2022) Teacher experiences of facilitating play in early childhood classrooms during COVID-19. Journal of Early Childhood Research 20:4, pages 552-564.
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Jone Sagastui, Elena Herrán & M. Teresa Anguera. (2021) Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity. European Journal of Psychology of Education 37:3, pages 707-728.
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Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens & Paul G. Ramchandani. (2022) Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta‐analysis. Child Development 93:4, pages 1162-1180.
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Susan Edwards. (2021) Cyber-safety and COVID-19 in the early years: A research agenda. Journal of Early Childhood Research 19:3, pages 396-410.
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Afra Ahmed Hersi & Jessica Bernacki. 2019. Early Childhood Development. Early Childhood Development 50 68 .
Afra Ahmed Hersi & Jessica Bernacki. 2018. Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners. Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners 377 395 .
Ana Paula Varela Afonso & Licinio Roque. (2015) Reflections on playfulness, imagination and creativity, their relations and open questions. Reflections on playfulness, imagination and creativity, their relations and open questions.
H. Billur Çakırer & Isabel Guibourg Garcia. (2010) A qualitative study on play corners: comparison of a semi-private preschool and a public preschool in Catalonia, Spain. Procedia - Social and Behavioral Sciences 5, pages 590-594.
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Elizabeth Wood & Neville Bennett. (2000) Changing theories, changing practice: exploring early childhood teachers’ professional learning. Teaching and Teacher Education 16:5-6, pages 635-647.
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