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dc.contributor.authorHännikäinen, Maritta
dc.contributor.authorMunter, Hilkka
dc.contributor.editorSmith, Peter K.
dc.contributor.editorRoopnarine, Jaipaul L.
dc.date.accessioned2019-01-31T13:30:51Z
dc.date.available2019-04-01T21:35:22Z
dc.date.issued2018
dc.identifier.citationHännikäinen, M., & Munter, H. (2018). Toddlers' Play in Early Childhood Education Settings. In P. K. Smith, & J. L. Roopnarine (Eds.), <i>The Cambridge Handbook of Play : Developmental and Disciplinary Perspectives</i> (pp. 491-510). Cambridge University Press. Cambridge Handbooks in Psychology. <a href="https://doi.org/10.1017/9781108131384.027" target="_blank">https://doi.org/10.1017/9781108131384.027</a>
dc.identifier.otherCONVID_28699736
dc.identifier.otherTUTKAID_79384
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/62663
dc.description.abstractMore and more toddlers participate in early childhood education outside home, sharing a significant part of their day with teachers and peers, often in play. Despite the knowledge that has accumulated on toddlers’ playing skills and on the psychology underlying the development of play, research on toddlers’ play from the educational and pedagogical viewpoints is limited. Whereas teachers of toddlers report high respect for play and the importance of play in toddlers’ lives, research shows that the position of play is generally weak. This chapter, drawing on existing research, reviews the development and characteristics of toddlers’ play, describes the ways in which they play, and discusses how teachers through their own actions create opportunities for the youngest children to express, carry out and develop their existing potentials of imagination, narration and play, together with them and other children. A sensitive, responsive, physically and emotionally present teacher, who is able to observe what is going on in the group, who understands the meanings of activities from children’s viewpoints and who can work - and play - accordingly with them forms the basis for shared imagination and joint play. How to be such a teacher is a central issue in this chapter.fi
dc.format.extent700
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherCambridge University Press
dc.relation.ispartofThe Cambridge Handbook of Play : Developmental and Disciplinary Perspectives
dc.relation.ispartofseriesCambridge Handbooks in Psychology
dc.rightsIn Copyright
dc.subject.otherleikki (toiminta)
dc.subject.otherplay
dc.subject.othereducation
dc.subject.othereducation settings
dc.titleToddlers' Play in Early Childhood Education Settings
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-201811134695
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.date.updated2018-11-13T16:15:04Z
dc.relation.isbn978-1-107-19251-5
dc.description.reviewstatuspeerReviewed
dc.format.pagerange491-510
dc.type.versionacceptedVersion
dc.rights.copyright© Cambridge University Press, 2018
dc.rights.accesslevelopenAccessfi
dc.subject.ysotaaperoikäiset
dc.subject.ysopelit
dc.subject.ysooppiminen
dc.subject.ysovarhaislapsuus
dc.subject.ysovarhaiskasvatus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p27455
jyx.subject.urihttp://www.yso.fi/onto/yso/p6062
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p18627
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1017/9781108131384.027


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