Bibliography for TEPS114 HAM TGA Exploration, Play and Pedagogy BETA

Arthur, L. et al. (2015) Programming and planning in early childhood settings. 6th edition. South Melbourne, Vic: Cengage Learning.

Brown, F. and Patte, M. (2012) ‘From the Streets of Wellington to the Ivy League: Reflecting on a lifetime of play’, International Journal of Play, 1(1), pp. 6–15. Available at: https://doi.org/10.1080/21594937.2012.658166.

Brown, F. and Patte, M. (2013) Rethinking children’s play. London, England: Bloomsbury Academic. Available at: https://waikato-primo.hosted.exlibrisgroup.com/permalink/f/1de2m3o/64WAIKATO_ALMA5171910630003401.

Carr, M. et al. (2002) ‘Learning and teaching stories: Action research on evaluation in early childhood in Aotearoa-New Zealand’, European Early Childhood Education Research Journal, 10(2), pp. 115–125. Available at: https://doi.org/10.1080/13502930285208991.

Carr, M. and Lee, W. (2012) ‘Appropriating knowledges and learning dispositions in a range of increasingly complex ways’, in Learning stories: Constructing learner identities in early education. London, United Kingdom: SAGE, pp. 111–128.

Cooper, P.M. (2009) The classrooms all young children need: lessons in teaching from Vivian Paley [electronic resource]. Chicago, Ill: University of Chicago Press.

Dender, A.M. and Stagnitti, K. (2015) ‘Children’s play in the Australian Indigenous context: the need for a contemporary view’, International Journal of Play, 4(1), pp. 3–16. Available at: https://doi.org/10.1080/21594937.2014.977036.

Dickenson, P. (2014) ‘Flipping the Classroom in a Teacher Education Course’, in Promoting active learning through the flipped classroom model. Hershey Pennsylvania: Information Science Reference, pp. 145–162. Available at: https://doi.org/10.4018/978-1-4666-4987-3.ch008.

Dockett, S. and Fleer, M. (2008) Play and pedagogy in early childhood: bending the rules. South Melbourne, Vic: Cengage Learning.

Eckhoff, A. and Urbach, J. (2008) ‘Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought’, Early Childhood Education Journal, 36(2), pp. 179–185. Available at: https://doi.org/10.1007/s10643-008-0261-4.

Ferholt, B. and Nilsson, M. (2020) ‘Play: Aesthetics and Ambiguity of Play in Early Childhood Education’, in M.A. Peters (ed.) Encyclopedia of Educational Philosophy and Theory. Singapore: Springer Singapore, pp. 1–5. Available at: https://doi.org/10.1007/978-981-287-532-7_53-1.

Fleer, M. (2010) Early learning and development: cultural-historical concepts in play. Melbourne: Cambridge University Press. Available at: http://ezproxy.waikato.ac.nz/login?url=http://site.ebrary.com/lib/waikato/reader.action?docID=10773472&ppg=57.

Hatherly, A. (2004) ‘Planning stories’, Early education, 36(Spring), pp. 7–14.

Hatherly, A. and Sands, L. (2002) ‘So what is different about learning stories?’, The first years: New Zealand journal of infant and toddler education: Ngā tau tuatahi, 4(1), pp. 207–211.

Joseph (2011) ‘The Original The Preschool in Three Cultures’. Available at: https://waikato.kanopy.com/node/155992.

Madman Entertainment (2010) ‘Babies’. Available at: https://waikato.kanopystreaming.com/video/babies.

Maguire-Fong, M.J. et al. (2014) Teaching and Learning with Infants and Toddlers: Where Meaning-Making Begins [electronic resource]. New York: Teachers College Press. Available at: http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8068908250003401&institutionId=3401&customerId=3400.

Marjanovic-Shane, A. and White, E.J. (2014) ‘When the footlights are off: a Bakhtinian interrogation of play as postupok’, International Journal of Play, 3(2), pp. 119–135. Available at: https://doi.org/10.1080/21594937.2014.931686.

Nutbrown, C. and Page, J. (2008) Working with babies and children: from birth to three. Los Angeles: SAGE.

Nuttall, J.G. (2013) ‘Contested concepts in educational play: A comparative analysis of early childhood policy frameworks in New Zealand and England’, in Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum framework in theory and practice. 2nd ed. Wellington, New Zealand: NZCER Press, pp. 259–275.

Podmore, V.N. (2006) Observation: origins and approaches to early childhood research and practice. Wellington, New Zealand: NZCER Press.

Rameka, L.K. (2012) Te whatu kåakahu: assessment in kaupapa Måaori early childhood practice [electronic resource]. Available at: http://hdl.handle.net/10289/6597.

Rosen, R. (2015) ‘Children’s Violently Themed Play and Adult Imaginaries of Childhood: A Bakhtinian Analysis’, International Journal of Early Childhood, 47(2), pp. 235–250. Available at: https://doi.org/10.1007/s13158-015-0135-z.

Rosen, R. (2017) ‘Early Childhood Subjectivities, Inequities, and Imaginative Play’, in GEOGRAPHIES OF IDENTITIES AND SUBJECTIVITIES; ED. BY CLAIRE DWYER. HEIDELBERG: SPRINGER, pp. 141–162. Available at: https://doi.org/10.1007/978-981-287-023-0_23.

Samuelsson, I.P. and Fleer, M. (2009) Play and learning in early childhood settings: International perspectives. New York, NY: Springer. Available at: http://ezproxy.waikato.ac.nz/login?url=http://link.springer.com/book/10.1007%2F978-1-4020-8498-0.

Sinner, A. (2015) ‘Teaching teachers within the folds of the passing-present’, International Journal of Play, 4(1), pp. 45–48. Available at: https://doi.org/10.1080/21594937.2015.1017306.

Smidt, S. (2009) Introducing Vygotsky: a guide for practitioners and students in early years education. London, United Kingdom: Routledge. Available at: https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/detail.action?docID=1581848.

Stetsenko, A. and Ho, P.-C.G. (2015) ‘The Serious Joy and the Joyful Work of Play: Children Becoming Agentive Actors in Co-Authoring Themselves and Their World Through Play’, International Journal of Early Childhood, 47(2), pp. 221–234. Available at: https://doi.org/10.1007/s13158-015-0141-1.

Stover, S. et al. (2010) ‘Hunting the snark: The elusive nature of play’, The first years: New Zealand journal of infant and toddler education: Ngā tau tuatahi, 12(2), pp. 10–14.

Sutton-Smith, B. (1997) The ambiguity of play [electronic resource]. Cambridge, MA: Harvard University Press.

Tallant, L. (2015) ‘Framing young children’s humour and practitioner responses to it using a Bakhtinian Carnivalesque Lens’, International Journal of Early Childhood, 47(2), pp. 251–266. Available at: https://doi.org/10.1007/s13158-015-0134-0.

Tardos, A. (2012) ‘"Let the infant play by himself as well”’, The first years: New Zealand journal of infant and toddler education = Ngā tau tuatahi, 14(1), pp. 4–13.

White, E.J. (2015) Introducing Dialogic Pedagogy: Provocations for the Early Years. Florence: Taylor and Francis. Available at: https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?ppg=160&docID=3569687&tm=1487497715933.

White, E.J., Redder, B. and Peters, M. (2013) ‘To “be” or not to “be”: Is that the question in infant play?’, The first years: New Zealand journal of infant and toddler education = Ngā tau tuatahi, 15(2), pp. 16–20.

White, J. (2011) ‘Aesthetics of the beautiful’, in Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe. New York, NY: Peter Lang, pp. 47–68.