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Book part
Publication date: 18 November 2004

Stuart Reifel, Priscilla Hoke, Dianne Pape and Debora Wisneski

This chapter critiques the concept of play as a part of educational practice in early childhood education. After dissecting a developmentally appropriate statement about…

Abstract

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.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

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Book part
Publication date: 18 November 2004

Abstract

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

To view the access options for this content please click here
Book part
Publication date: 18 November 2004

Abstract

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

To view the access options for this content please click here
Book part
Publication date: 18 November 2004

Stuart Reifel

Volume 13 of the Advances in Early Education and Day Care series marks twenty years that the series has attempted to provide a forum for current scholarship that might…

Abstract

Volume 13 of the Advances in Early Education and Day Care series marks twenty years that the series has attempted to provide a forum for current scholarship that might further our thinking about early childhood education and care. This, my ninth volume as series editor, is intended to serve the continuing intent of the series to provide multi-disciplinary and interdisciplinary perspectives on a field that by its nature requires diverse perspectives. Early childhood practices have drawn on ideas from child development, curriculum studies, social work, nursing, sociology, anthropology, and other fields that inform us about children, their care, and the settings in which we implement our programs. Advances has always attempted to respect the necessary diversity of perspectives that can inform the field, and to support work that may not fit in a tidy disciplinary nook.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

To view the access options for this content please click here
Book part
Publication date: 25 September 2020

Gayl Bowser

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with…

Abstract

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

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