Sozo Kurahashi's (1882-1955) theories, formed from his profound respect for children, have influenced Japanese early childhood education and care (ECEC) practitioners for a long time. They also have influenced the national ECEC curriculum in Japan, which emphasizes the need for a rich environment where children can actively learn and play rather…

This article describes a project-based social studies activity that gave young children the autonomy to photograph what they wanted within the classroom environment while interacting with peers. Social studies learning in the early years has great potential to offer active, playful, and meaningful experiences for children and can prepare young…

Efforts to improve education should not neglect to provide the rich play opportunities that benefit children in so many ways. In Tanzania, the pre-primary curriculum, for example, guides teachers to use play as the primary method of teaching and learning. Despite this policy mandate for play, however, abundant evidence indicates that Tanzanian…

Up to 250 children of different ages can be seen when entering Sekolahku-MySchool (SMS) in Yogyakarta, Indonesia, integrated and happily engaged, indoors or outdoors, in sustainable activities as part of their everyday learning. With ages ranging from 16 months to 13 years, the children engage in learning typical academic skills and techniques…

Play is a natural and significant aspect of children's learning and development. Adults can be important to children's play, as they act as "play agents." Their involvement significantly influences the quality of the play activities in which children engage. The author briefly reviews the theoretical assumptions about adults' role in…

Play is generally identified as a basic tool for effective learning and development in children. This study explores the ways in which amorphous or unstructured play contributes to children's overall development at the pre-primary level, helping to develop cognitive, social, and motor skills. The findings indicate that through unstructured play,…

Parents and educators tend to have many questions about young children's play with computers and other technologies at home. They can find it difficult to know what is best for children because these toys and products were not around when they were young. Some will say that children have an affinity for technology that will be valuable in their…

In many of the preschool and elementary classrooms of today, play is no longer the center of the curriculum. Meeting standards consumes the time of many teachers. Some educators view play as something that requires no skill, carries little or no value, and has no integral part in a young child's classroom experience. Many believe that including…

Lists games and play activities for toddlers through 10-year-olds that can be linked to specific children's books. (CI)

Examines evidence relating to factors that affect the quality and maturity of children's play and discusses three resources parents can readily use to enrich play: adult involvement, materials, and time. Explains parent roles of play initiator, coplayer, and play facilitator. Offers guidelines for the selection of toys and playthings and for…

Contends that play-based literacy offers a much-needed reasonable response to the increasing expectations placed on young children and their teachers for literacy development. Presents first-hand accounts of preschool teachers' responses to new play- based literacy activities. Notes that these changes resulted in significantly increased levels of…

Inclusive education in the Dutch education system has achieved new meaning in the last decade or so. Until 1998, the Netherlands recognized 19 types of special education. Then, two Educational Acts were passed, in 1998 and 2003, that decreased the types of special education by including measures to enhance inclusion of students with special…

Reports recent research which illustrates the educational value of play in preschool education. Play theory, the relationship between cognitive development and play, implications from research on preschool program models, the use of play equipment, dramatic play and teacher participation in play activities are discussed. (SDH)

Analyzes the impact that play has on science and mathematics learning for preschool and elementary school children. Examples are given of learning opportunities in science and mathematics available through children's play. Also considers the attitudes developed through play--curiosity, divergent thinking and motivation--essential to learning in…

Offers strategies which preschool teachers can use to facilitate children's problem-solving skills through play in the context of the Play and Problem-Solving Model. Discusses the clues children give teachers when they need help and what kind of help children need to solve problems. (BB)