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Editorial

Editorial on focus issue: play in early childhood science education

References

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  • Fleer, M. (2017). Play in the early years. New York, NY: Cambridge University Press.
  • Fung, C. K. H., & Cheng, D. P. W. (2012). Consensus or dissensus? Stakeholders’ views on the role of play in learning. Early Years, 32(1), 17–33. doi:10.1080/09575146.2011.599794
  • McGregor, D. (2012). Dramatising science learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five- to seven-year olds. International Journal of Science Education, 34, 1145–1165. doi:10.1080/09500693.2012.660751
  • Morrissey, A.-M. (2014). Scaffolding, analysis and materials: Contributing factors in an unexpected finding of advanced infant/toddler pretend play. Journal of Early Childhood Research, 12, 195–213. doi:10.1177/1476718X13515428
  • Saracho, O., & Spodek, B. (1995). Children’s play and early childhood education: Insights from history and theory. The Journal of Education, 177(3), 129–148. Retrieved from http://www.jstor.org/stable/42742374
  • Smith, P. K. (2009). A brief history of the study of play and of play theories, in children and play. Oxford, UK: Wiley-Blackwell. doi:10.1002/9781444311006.ch2
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

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