768
Views
1
CrossRef citations to date
0
Altmetric
Overview and Benefits of Play and Recess for Young Children

Playing the system: Advocacy for play equity in early childhood education

, , , , &

References

  • Adair, J. K., & Colegrove, K. S. S. (2021). Segregation by experience: Agency, racism, and learning in the early grades. University of Chicago Press.
  • Axelrod, Y. (2014). Preschool: “Todos vamos a jugar, even the teachers”—Everyone playing together. YC Young Children, 69, 24–31. https://www.jstor.org/stable/ycyoungchildren.69.2.24
  • Burtch, D. T., & Gordon, A. (2021). Linking arms across districts: Accountability and support in cross-district teacher collaboration. Theory Into Practice, 60(4), 371–379. https://doi.org/10.1080/00405841.2021.1981066
  • Clements, D. H., Sarama, J., Farran, D., Lipsey, M., Hofer, K. G., & Bilbrey, C. (2011). An examination of the building blocks math curriculum: Results of a longitudinal scale-up study. Society for Research on Educational Effectiveness. https://eric.ed.gov/?id=ED518182
  • Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301–333. https://doi.org/10.5951/jresemtheduc-2019-0069
  • Collay, M. (2010). Retracing the roots of teacher activism in urban schools. Education, Citizenship and Social Justice, 5(3), 221–233.
  • Collins, K. M., Griess, C. J., Carithers, K., & Castillo, D. M. (2011). It’s all in the game: Designing and playing board games to foster communication and social skills. YC Young Children, 66, 12–19. https://www.proquest.com/openview/dbb8fbc09a86b064bc61a91734304225/1?pq-origsite=gscholar&cbl=27755
  • DeMarie, D. (2010). Successful versus unsuccessful schools through the eyes of children: The use of interviews, autophotography, and picture selection. Early Childhood Research & Practice, 12, 1–17. https://eric.ed.gov/?id=EJ910911
  • De-Souza, D., & Radell, J. (2011). Superheroes: An opportunity for prosocial play. YC Young Children, 66, 26–31. https://www.jstor.org/stable/42731275
  • Gaskins, S. (2014). Children’s play as cultural activity. In The SAGE handbook of play and learning in early childhood (pp. 31–42). SAGE Publications. https://doi.org/10.4135/9781473907850.n5
  • Gold, Z. S., Elicker, J., & Beaulieu, B. A. (2020). Learning engineering through block play: STEM in preschool. YC Young Children, 75, 24–29. https://www.jstor.org/stable/26979142
  • Jachyra, P., & Fusco, C. (2016). The place of play: From playground to policy to classroom well-being. Sport, Education and Society, 21(2), 217–238. https://doi.org/10.1080/13573322.2014.896331
  • Jung, E., & Jin, B. (2015). College coursework on children’s play and future early childhood educators’ intended practices: The mediating influence of perceptions of play. Early Childhood Education Journal, 43, 299–306.
  • Kinard, T., Gainer, J., Valdez-Gainer, N., Volk, D., & Long, S. (2021). Interrogating the “gold standard”: Play-based early childhood education and perpetuating white supremacy. Theory Into Practice, 60(3), 322–332. https://doi.org/10.1080/00405841.2021.1911587
  • Krutka, D. G., Asino, T. I., & Haselwood, S. (2018). Editorial: Eight lessons on networked teacher activism from #OklaEd and the #OklaEdWalkout. Contemporary Issues in Technology and Teacher Education, 18(2), 379–391.
  • Leonard, A. M., & Woodland, R. H. (2022). Anti-racism is not an initiative: How professional learning communities may advance equity and social-emotional learning in schools. Theory Into Practice, 61(2), 212–223. https://doi.org/10.1080/00405841.2022.2036058
  • Lynch, M. (2015). More play, please: The perspective of kindergarten teachers on play in the classroom. American Journal of Play, 7, 347–370. https://files.eric.ed.gov/fulltext/EJ1070249.pdf
  • Meyer, R. J. (2005). Taking a stand: Strategies for activism. YC Young Children, 60(3), 80–85.
  • New, R. S. (2007). Reggio Emilia as cultural activity theory in practice. Theory Into Practice, 46(1), 5–13. https://doi.org/10.1080/00405840709336543
  • Pacini-Ketchabaw, V. (2014). Postcolonial and anti-racist approaches to understanding play. In The SAGE handbook of play and learning in early childhood (pp. 67–78). SAGE Publications. https://doi.org/10.4135/9781473907850.n8
  • Parker, A., & Neuharth-Pritchett, S. (2006). Developmentally appropriate practice in kindergarten: Factors shaping teacher beliefs and practice. Journal of Research in Childhood Education, 21(1), 65. https://doi.org/10.1080/02568540609594579
  • Picower, B. (2012). Teacher activism: Enacting a vision for social justice. Equity & Excellence in Education, 45(4), 561–574.
  • Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1
  • Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457–466. https://doi.org/10.1080/00220671.2015.1118005
  • Ramani, G. B., & Siegler, R. S. (2014). How informal learning activities can promote children’s numerical knowledge. In R. C. Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical recognition (pp. 135–1153). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199642342.013.012
  • Rose-Turriglio, T. (2017). Barriers to play-based instructional practices in prekindergarten programs [Doctoral dissertation]. Northcentral University.
  • Sánchez, L. (2015). Students as photo activists: Using cameras in the classroom for social change. Theory Into Practice, 54(2), 163–171. https://doi.org/10.1080/00405841.2015.1010838
  • Shields, C. M. (1997). Learning about assessment from Native American schools: Advocacy and empowerment. Theory Into Practice, 36(2), 102–109. https://doi.org/10.1080/00405849709543753
  • Stegelin, D. A. (2005). Making the case for play policy: Research-based reasons to support play-based environments. YC Young Children, 60(2), 76.
  • Stipek, D. (2017). Playful math instruction in the context of standards and accountability. YC Young Children, 72, 8–13. https://www.jstor.org/stable/90013676

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.