Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-19T12:05:42.691Z Has data issue: false hasContentIssue false

27 - Toddlers’ Play in Early Childhood Education Settings

from Part V - Play and Learning

Published online by Cambridge University Press:  26 October 2018

By
Maritta Hännikäinen  and
Hilkka Munter
Edited by
Peter K. Smith  and
Jaipaul L. Roopnarine
Peter K. Smith
Affiliation:
Goldsmiths, University of London
Jaipaul L. Roopnarine
Affiliation:
Syracuse University, New York
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Play
Developmental and Disciplinary Perspectives
 , pp. 491 - 510
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, E. J. (2011). Teaching children to name their feelings. Young Children, 66(3), 66–67.Google Scholar
Agnetta, B., & Rochat, P. (2004). Imitative games by 9-, 14-, and 18-month-old infants. Infancy, 6(1), 1–36.CrossRefGoogle Scholar
Alcock, S. J. (2016). Young children playing: Relational approaches to emotional learning in early childhood settings. Heidelberg: Springer.Google Scholar
Alvestad, T., Bergem, H., Eide, B., Johansson, J. E., Os, E., Pálmadóttir, H., … & Winger, N. (2014). Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries. Early Child Development and Care, 184(5), 671–688.Google Scholar
Bodrova, E., & Leong, D. J. (2015). Vygotskian and post-Vygotskian views on children’s play. American Journal of Play, 7(3), 371–388.Google Scholar
Brebner, C., Hammond, L., Schaumloffel, N., & Lind, C. (2015). Using relationships as a tool: Early childhood educators’ perspectives of the child–caregiver relationship in a childcare setting. Early Child Development and Care, 185(5), 709–726.Google Scholar
Brownell, C. A. (2011). Early developments in joint action. Review of Philosophy and Psychology, 2(2), 193–211.Google Scholar
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.Google Scholar
Cheshire, N. (2007). The 3 R’s: Gateway to infant and toddler learning. Dimensions of Early Childhood, 35(3), 36–38.Google Scholar
Chukovsky, K. (1971). From two to five. Berkeley: University of California Press.Google Scholar
Dalli, C., White, E. J., Rockel, J., Duhn, I., with Buchanan, E., Davidson, S., … & Wang, B. (2011). Quality early childhood education for under-two-year-olds: What should it look like? A literature review. Ministry of Education, New Zealand. Available at www.educationcounts.govt.nz/publications/ECE/Quality_ECE_for_under-two-year-olds/965_QualityECE_Web-22032011.pdf.Google Scholar
Degotardi, S. (2010). High‐quality interactions with infants: Relationships with early‐childhood practitioners’ interpretations and qualification levels in play and routine contexts. International Journal of Early Years Education, 18(1), 27–41.CrossRefGoogle Scholar
Degotardi, S. (2013). ‘I think – I can’: Acknowledging and promoting agency during educator–infant play. In Lillemyr, O. F., Dockett, S., & Perry, B. (Eds.), Varied perspectives on play and learning: Theory and research on early years education (pp. 75–90). Charlotte, NC: Information Age Publishing.Google Scholar
Duhn, I. (2015). Making agency matter: Rethinking infant and toddler agency in educational discourse. Discourse: Studies in the Cultural Politics of Education, 36(6), 920–931.Google Scholar
Ebbeck, M., & Yim, H. Y. B. (2009). Rethinking attachment: Fostering positive relationships between infants, toddlers and their primary caregivers. Early Child Development and Care, 179(7), 899–909.CrossRefGoogle Scholar
Elfer, P., & Page, J. (2015). Pedagogy with babies: Perspectives of eight nursery managers. Early Child Development and Care, 185(11–12), 1762–1782.Google Scholar
Elwick, S., Bradley, B., & Sumsion, J. (2014). Infants as others: Uncertainties, difficulties and (im)possibilities in researching infants’ lives. International Journal of Qualitative Studies in Education, 27(2), 196–213.Google Scholar
Engdahl, I. (2011). Toddler interaction during play in the Swedish preschool. Early Child Development and Care, 181(10), 1421–1439.Google Scholar
Engel, S. (2005a). The narrative worlds of what is and what if. Cognitive Development, 20(4), 514–525.CrossRefGoogle Scholar
Engel, S. (2005b). Real kids: Creating meaning in everyday life. Cambridge, MA: Harvard University Press.Google Scholar
Fein, G. G. (1981). Pretend play in childhood: An integrative review. Child Development, 52(4), 1095–1118.CrossRefGoogle Scholar
Fleer, M. (2015). Pedagogical positioning in play – Teachers being inside and outside of children’s imaginative play. Early Child Development and Care, 185(11–12), 1801–1814.CrossRefGoogle Scholar
Fugelsnes, K., Röthle, M., & Johansson, E. (2013). Values at stake in interplay between toddlers and teachers. In Lillemyr, O. F., Dockett, S., & Perry, B. (Eds.), Varied perspectives on play and learning (pp. 109–112). Charlotte, NC: Information Age Publishing.Google Scholar
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.Google Scholar
Göncü, A. (1998). Development of intersubjectivity in social pretend play. In Woodhead, M., Faulkner, D., & Littleton, K. (Eds.), Cultural worlds of early childhood (pp. 117–132). London: Routledge.Google Scholar
Grindheim, L. T., & Ødegaard, E. E. (2013). What is the state of play? International Journal of Play, 2(1), 4–6.Google Scholar
Hakkarainen, P., & Brédikytè, M. (2010). The zone of proximal development in play and learning. Проблема развития. Available at http://lchc.ucsd.edu/mca/Mail/xmcamail.2010_12.dir/pdf6DAHjotjsS.pdf.Google Scholar
Hakkarainen, P., Brédikytè, M., Jakkula, K., & Munter, H. (2013). Adult play guidance and children’s play development in a narrative play-world. European Early Childhood Education Research Journal, 21(2), 213–225.Google Scholar
Hännikäinen, M. (2015). The teacher’s lap – A site of emotional well-being for the younger children in day-care groups. Early Child Development and Care, 185(5), 752–765.CrossRefGoogle Scholar
Hedegaard, M. (2016). Imagination and emotion in children’s play: A cultural-historical approach. International Research in Early Childhood Education, 7(2), 59–74.Google Scholar
Hoicka, E., & Martin, C. (2016). Two-year-olds distinguish pretending and joking. Child Development, 87(3), 916–928.CrossRefGoogle ScholarPubMed
Holzman, L. (2010). Without creating ZPDs there is no creativity. In Connery, M. C., John-Steiner, W. P., & Marjanovic-Shane, A. (Eds.), Vygotsky and creativity: A cultural-historical approach to play, meaning making and the arts (pp. 27–39). New York: Peter Lang.Google Scholar
Howes, C. (1985). Sharing fantasy: Social pretend play in toddlers. Child Development, 56(5), 1253–1258.Google Scholar
Hutt, C. (1976). Exploration and play in children. In Bruner, J. S., Jolly, A., & Sylva, K. (Eds.), Play: Its role in development and evolution (pp. 202–215). Harmondsworth: Penguin Books.Google Scholar
Johansson, E., & Emilson, A. (2016). Conflicts and resistance: Potentials for democracy learning in preschool. International Journal of Early Years Education, 24(1), 19–35.Google Scholar
Johansson, E., & Løkken, G. (2014). Sensory pedagogy: Understanding and encountering children through the senses. Educational Philosophy and Theory, 46(8), 886–897.CrossRefGoogle Scholar
Jung, J. (2013). Teachers’ roles in infants’ play and its changing nature in a dynamic group care context. Early Childhood Research Quarterly, 28(1), 187–198.Google Scholar
Karabanova, O. A. (2010). Social situation of child’s development – The key concept in modern developmental psychology. Psychology in Russia: State of the Art. Available at http://psychologyinrussia.com/volumes/pdf/2010/05_2010_karabanova.pdf.Google Scholar
Kavanaugh, R. D., & Engel, S. (1998). The development of pretense and narrative in early childhood. In Saracho, O. N. & Spodek, B. (Eds.), Multiple perspectives on play in early childhood education (pp. 80–99). Albany: State University of New York Press.Google Scholar
Kim, Y. (2016). Relationship-based developmentally supportive approach to infant childcare practice. Early Child Development and Care, 186(5), 734–749.Google Scholar
Kravtsov, G. G., & Kravtsova, E. E. (2010). Play in Vygotsky’s non-classical psychology. Journal of Russian and East European Psychology, 48(4), 25–41.Google Scholar
Kultti, A. (2015). Adding learning resources: A study of two toddlers’ modes and trajectories of participation in early childhood education. International Journal of Early Years Education, 23(2), 209–221.Google Scholar
Kultti, A., & Pramling, N. (2015). Bring your own toy: Socialisation of two-year-olds through tool-mediated activities in an Australian early childhood education context. Early Childhood Education Journal, 43(5), 367–376.Google Scholar
Lemay, L., Bigras, N., & Bouchard, C. (2016). Respecting but not sustaining play: Early childhood educators’ and home childcare providers’ practices that support children’s play. Early Years, 36(4), 383–398.Google Scholar
Lindqvist, G. (2001). When small children play: How adults dramatise and children create meaning. Early Years, 21(1), 7–14.CrossRefGoogle Scholar
Lobman, C. L. (2003). What should we create today? Improvisational teaching in play-based classrooms. Early Years, 23(2) 131–142.Google Scholar
Lobman, C. L., & O’Neill, B. E. (Eds.) (2011). Play and performance: Play and culture studies. Lanham, MD: University Press of America.Google Scholar
Loizou, E. (2005). Infant humor: The theory of the absurd and the empowerment theory. International Journal of Early Years Education, 13(1), 43–53.CrossRefGoogle Scholar
Løkken, G. (2000). Tracing the social style of toddler peers. Scandinavian Journal of Educational Research, 44(2), 163–176.CrossRefGoogle Scholar
Malloch, S., & Trevarthen, C. (2009). Musicality: Communicating the vitality and interests of life. In Malloch, M., & Trevarthen, C. (Eds.), Communicative musicality: Exploring the basis of human companionship (pp. 1–12). Oxford: Oxford University Press.Google Scholar
Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge & Kegan Paul.Google Scholar
Monaco, C., & Pontecorvo, C. (2010). The interaction between young toddlers: Constructing and organising participation frameworks. European Early Childhood Education Research Journal, 18(3), 341–371.Google Scholar
Montagner, H., Gauffier, G., Epoulet, B., Restoin, A., Goulevitch, R., Taule, M., & Wiaux, B. (1993). Alternative child care in France: Advances in the study of motor, interactive, and social behaviors of young children in settings allowing them to move freely in a group of peers. Paediatrics, 91(1), 253–263.Google Scholar
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.Google Scholar
OECD (2010). Starting strong III: A quality toolbox for early childhood education and care. OECD Publishing. Available at http://dx.doi.org/10.1787/9789264123564-en.Google Scholar
Paley, V. G. (2001). In Mrs. Tully’s room: A childcare portrait. Cambridge: Harvard University Press.Google Scholar
Pálmadóttir, H., & Einarsdóttir, J. (2015). Young children’s views of the role of preschool educators. Early Child Development and Care, 185(9), 1480–1494.Google Scholar
Parker-Rees, R. (2007). Liking to be liked: Imitation, familiarity and pedagogy in the first years of life. Early Years, 27(1), 3–17.Google Scholar
Rakoczy, H. (2008). Pretence as individual and collective intentionality. Mind and Language, 23(5), 499–517.Google Scholar
Reddy, V., & Mireault, G. (2015). Teasing and clowning in infancy. Current Biology, 25(1), R20–R23.Google Scholar
Ridgway, A., Li, L., & Quiñones, G. (2016). Transitory moments in infant/toddler play: Agentic imagination. International Research in Early Childhood Education, 7(2), 91–110.Google Scholar
Rochat, P. (2010). The innate sense of the body develops to become a public affair by 2–3 years. Neuropsychologia, 48(3), 738–745.Google Scholar
Rutanen, N. (2012). Socio-spatial practices in a Finnish daycare group for one- to three-year-olds. Early Years, 32(2), 201–214.Google Scholar
Sawyer, R. K. (1997). Pretend play as improvisation: Conversation in the preschool classroom. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Selby, J. M., & Bradley, B. S. (2003). Infants in groups: A paradigm for the study of early social experience. Human Development, 46(4), 197–221.Google Scholar
Shin, M. (2015). Enacting caring pedagogy in the infant classroom. Early Child Development and Care, 185(3), 496–508.Google Scholar
Shohet, C., & Klein, P. S. (2010). Effects of variations in toy presentation on social behaviour of infants and toddlers in childcare. Early Child Development and Care, 180(6), 823–834.Google Scholar
Singer, E., & Hännikäinen, M. (2002). The teacher’s role in territorial conflicts of 2- to 3-year-old children. Journal of Research in Childhood Education, 17(1), 5–18.Google Scholar
Singer, E., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2014). The teacher’s role in supporting young children’s level of play engagement. Early Child Development and Care, 184(8), 1233–1249.Google Scholar
Stambak, M., Ballion, M., Breaute, M., & Rayna, S. (1985). Pretend play and interaction in young children. In Hinde, R. A., Perret-Clermont, A. N., & Hinde, J. S. (Eds.), Social relationships and cognitive development (pp. 131–148). New York: Oxford University Press.Google Scholar
Stern, D. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.Google Scholar
Striano, T., Tomasello, M., & Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4(4), 442–455.Google Scholar
Thomason, A. C., & La Paro, K. (2013). Teacher’s commitment to the field and teacher–child interactions in center-based child care for toddlers and three-year-olds. Early Childhood Education Journal, 41(3), 227–234.CrossRefGoogle Scholar
Trevarthen, C. (2012). Born for art, and the joyful companionship of fiction. In Narvaez, D., Panksepp, J., Schore, A., & Gleason, T. (Eds.), Evolution, early experience and human development: From research to practice and policy (pp. 202–219). Oxford: Oxford University Press.Google Scholar
UN Convention on the Rights of the Child (1989). Geneva: Office of the United Nations High Commissioner for Human Rights. Available at www.unicef.org.uk/what-we-do/un-convention-child-rights/.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (ed. and trans. Cole, M., John-Steiner, V., Scribner, S., & Souberman, E.). Cambridge: Harvard University Press.Google Scholar
Vygotsky, L. S. (1998). The problem of age. In Rieber, R. V. (Ed.), The Collected Works of L. S. Vygotsky, vol. 5: Child Psychology (pp. 187–205). New York: Plenum Press.Google Scholar
White, E. J., Peter, M., & Redder, B. (2015). Infant and teacher dialogue in education and care: A pedagogical imperative. Early Childhood Research Quarterly, 30, 160–173.Google Scholar
Young, S., & Powers, N. (2008). Starcatchers. Final Report. See theatre, play theatre. National Endowment for Science, Technology and the Arts and the Scottish Arts Council. Available at http://starcatchers.org.uk/downloads/research_report.pdf.Google Scholar
Zanolli, K. M., Saudargas, R. A., & Twardosz, S. (1997). The development of toddlers’ responses to affectionate teacher behavior. Early Childhood Research Quarterly, 12(1), 99–116.Google Scholar
Zuckerman, G. (2007). Child–adult interaction that creates a zone of proximal development. Journal of Russian & East European Psychology, 45(3), 43–69.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×