This chapter critiques the concept of play as a part of educational practice in early childhood education. After dissecting a developmentally appropriate statement about play, we present some principles of hermeneutic analysis as an additional way to observe and think about classroom play. The issue of which narrative tale (child, children, community, curriculum, teacher, etc.) any play event might inform is presented. An illustrative case is presented, followed by suggestions for situating play inquiry’s text in context.
Reifel, S., Hoke, P., Pape, D. and Wisneski, D. (2004), "FROM CONTEXT TO TEXTS: DAP, HERMENEUTICS, AND READING CLASSROOM PLAY", Reifel, S. and Brown, M. (Ed.) Social Contexts of Early Education, and Reconceptualizing Play (II) (Advances in Early Education and Day Care, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 207-218. https://doi.org/10.1016/S0270-4021(04)13007-3
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