TY  - CHAP
AB  - 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.
VL  - 13
SN  - 978-0-76231-146-0, 978-1-84950-299-3/0270-4021
DO  - 10.1016/S0270-4021(04)13007-3
UR  - https://doi.org/10.1016/S0270-4021(04)13007-3
AU  - Reifel Stuart
AU  - Hoke Priscilla
AU  - Pape Dianne
AU  - Wisneski Debora
ED  - Stuart Reifel
ED  - Mac Brown
PY  - 2004
Y1  - 2004/01/01
TI  - FROM CONTEXT TO TEXTS: DAP, HERMENEUTICS, AND READING CLASSROOM PLAY
T2  - Social Contexts of Early Education, and Reconceptualizing Play (II)
T3  - Advances in Early Education and Day Care
PB  - Emerald Group Publishing Limited
SP  - 207
EP  - 218
Y2  - 2024/09/19
ER  -