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4.1 The international perspective

Earlier in this unit (Section 1) you looked briefly at cross-cultural approaches towards children's play and children's work. In many societies throughout the world it is expected that children, even very young children, will help with the family's work or contribute to the family income. In some societies the separation betwe
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2.2 Play experiences within your setting

Activity 2

2 hours 0 minutes

Aim: to begin to clarify what play experiences children have in your setting during the course of a session.

As an experienced practitioner,
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2.1 Introduction

Before making judgements about the value of play, it is important to be clear about how we define ‘play’. Is play unstructured exploration of the immediate environment? Does participating in a board game count as play? Does a baby's exploration of a treasure basket count as play? Are children playing when they share rude jokes in the playground? Are children playing when they act out a scene from Roman life in assembly? In the next activity you have the opportunity to identify those activ
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Introduction

From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.

(Dobson, 2004, p.8)

This material is from our archive and is an adapted extract from Devel
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Figures

Figure 3: Clarissa Leahy/Photofusion;

Figure 4: Bubbles.

Unit image

Copyright © John Burningham
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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

The following material appears in Understanding youth: perspectives, identities and practices, (edited by Mary Jane Kehily) pu
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5 Conclusion

This unit began by analysing some of the ways in which young people's wellbeing has been represented in media and policy discussions. We then moved on to explore current constructions of young people's ‘wellbeing’ and presented an alternative critical, social framework for thinking about the health of young people. We analysed some of the ways in which class, gender and ethnicity help to shape young people's mental health. Finally, we discussed ways in which young people's wellbeing can b
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2.3 Towards a critical framework

Is it possible to construct an alternative framework for understanding young people's health, and if so, what resources might we need to draw on to do so?

A cultural perspective can help us to see constructions of adolescent mental health as interwoven with histories of ‘youth concern’. Recent debates about young people's wellbeing can be seen as an extension of more general anxieties about the state of contemporary childhood (James and Prout, 1997). A Foucauldian analysis wo
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5 Outdoor play and learning

Early years practitioners have always argued strongly for children to have the opportunity to play in both indoor and outdoor environments. But currently adult fears appear to be making outdoor play an ‘endangered activity’.

The following list offers some good reasons for making sure young children have the opportunity for outdoor play time.

  1. Play is an active form of learning that unites the mind, body, and spirit. Until at least the age of
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4 Play and learning

‘In play, the child always behaves beyond his average age, above his daily behaviour.

In play, it is as if he were a head taller than himself.’

(Vygotsky, 1978)

Why are early years practitioners convinced about the value of play?

It is interesting that although writers are able to state what children may learn through play in terms of dispositions, knowledge, skills and a
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2 Exploring skills

The activity in this section focuses on the practice skills involved in work with children, their families and other practitioners – drawing on and consolidating the material that you may have read before studying this unit. We will examine some of the different elements that can be argued are essential for practitioners to ‘connect with children’, and explore how good practice with children and families can be enhanced.

The first video clip in the activity introduces the voluntar
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1 Children's rights: general issues

The audio file in this unit considers the general issues of children's rights, and the possibilities and implications of imagining children as citizens. Within the discussion, ideas about childhood and children's needs are explored. Although the programme focuses specifically on children it is possible to link to the wider issue of social construction of difference and power. Some examples are given in these notes.

This audio file was recorded in 1998 and related to a TV programme on ch
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Introduction

This unit will help you understand the general issues of children's rights as well as exploring childhood and children's needs. It is also possible to link these ideas to the wider issue of the social construction of difference and power. The materials are primarily an audio file, originally 28 minutes in length and recorded in 1998.

This material is from our archive and is an adapted extract from Social policy: welfare, power and diversity (D218) which is no longer taught by The
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4.4 Structure and stages

Piaget's developmental processes can be described in the context of infant behaviour to show how they explain behaviour becoming more adapted, in a step-by-step way. First, the infant develops the ability to combine different schemas in order to achieve new ends. Then, the child represents schemas ‘internally’; they become representations of actions (‘operations’). Finally, by the age of 2 years, the child becomes capable of combining representations into sets of actions. He saw one o
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Developing Innovative Leaders: The Role of Action Learning part 2 of 2

Yury Boshyk, Global Executive Learning Network

Katherine Hoepfner-Karle, Covidien

Valerie Marsick, Columbia University

Wanda Orlikowski, MIT Sloan


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