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Team Players

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Play: A Theory of Learning and Change

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Abstract

Using storytelling strategies, this chapter extends the traditional psychological frameworks of child development. Using a rhizomatic approach, the interconnectedness of knowledge, power and relationships is revealed, capturing the complexities and diversity of the early childhood field.

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Notes

  1. 1.

    Grieshaber and McArdle [1].

  2. 2.

    Sylva et al. [2]; Ryan [3], pp. 99–114; Wood [4].

  3. 3.

    We maintain that teacher educators and others whose roles include generating, framing, writing about or otherwise conveying knowledge about play have a similar responsibility. Please refer to Kincheloe [5, 6].

  4. 4.

    In Australia, a large proportion of funding for research comes from the Federal Government via the Australian Research Council , making a highly competitive field for researchers seeking funding for projects, particularly in areas which are not high priority.

  5. 5.

    Deleuze and Guattari [7].

  6. 6.

    Foucault [8].

  7. 7.

    Burman [9].

  8. 8.

    Foucault [8].

  9. 9.

    For a recent review of literature about team research in education and other social science disciplines, see Sumsion [10].

  10. 10.

    Barry et al. [11].

  11. 11.

    Kincheloe [5, 6], p. 324.

  12. 12.

    Barry et al. [11], p. 30.

  13. 13.

    Kincheloe [5, 6], p. 6.

  14. 14.

    Kincheloe [5, 6], p. 6.

  15. 15.

    Kincheloe [6], p. 324.

  16. 16.

    Barry et al. [11].

  17. 17.

    Lévi-Strauss [12], p. 13.

  18. 18.

    Johnson [13].

  19. 19.

    Johnson [13], p. 17.

  20. 20.

    Johnson [13], p. 18.

  21. 21.

    Johnson [13], p. 17.

  22. 22.

    Johnson [13], p. 20.

  23. 23.

    Johnson [13], p. 20.

  24. 24.

    Johnson [13].

  25. 25.

    Hebdige [14].

  26. 26.

    Hebdige [14], p. 135.

  27. 27.

    Rogers [15].

  28. 28.

    Denzin and Lincoln [16].

  29. 29.

    Denzin and Lincoln 2005, p. 4.

  30. 30.

    Kincheloe et al. [17].

  31. 31.

    Kincheloe et al. [17], p. 168.

  32. 32.

    Kincheloe et al. [17] p. 169.

  33. 33.

    McGregor [18].

  34. 34.

    Smyth [19].

  35. 35.

    Bourdieu and Passeron [20].

  36. 36.

    Bourdieu [21], p. 46.

  37. 37.

    Mills [22].

  38. 38.

    Bourdieu [21], p. 46.

  39. 39.

    Wacquant [23].

  40. 40.

    Jenkins [24].

  41. 41.

    Bourdieu and Passeron [20].

  42. 42.

    Maton [25], p. 50.

  43. 43.

    Wacquant [23].

  44. 44.

    Jenkins [24], p. 79.

  45. 45.

    Bourdieu [21]; Mills [22].

  46. 46.

    Bourdieu and Passeron [20], p. 43.

  47. 47.

    Bourdieu and Passeron [20], p. 44.

  48. 48.

    Bourdieu [21], p. 48.

  49. 49.

    Australian Government Department of Education Employment and Workplace Relations (DEEWR) [26].

  50. 50.

    Australian Children’s Education and Care Quality Authority (ACECQA) [27].

  51. 51.

    Sumsion and Grieshaber [28].

  52. 52.

    Brooker et al. [29].

  53. 53.

    Australian Government Department of Education Employment and Workplace Relations (DEEWR) [26].

  54. 54.

    Sumsion et al. [30].

  55. 55.

    Australian Government Department of Education Employment and Workplace Relations (DEEWR) [26], p. 11.

  56. 56.

    Australian Government Department of Education Employment and Workplace Relations (DEEWR) [26], p. 11.

  57. 57.

    J. Sumsion , L. Harrison and S. Irvine, An investigation of Goodstart Early Learning’s centre-based processes in engaging with the National Quality Framework (quality assessment, rating and continuous improvement system) with a focus on building the capacity of Early Learning Consultants, (Unpublished Report, 2013).

  58. 58.

    Fleer et al. [31], pp. 51–80.

  59. 59.

    Monash University for the Australian Government Department of Education Employment and Workplace Relations [32].

  60. 60.

    Luke [33].

  61. 61.

    Ailwood [34].

  62. 62.

    Ryan [3].

  63. 63.

    Campbell [35], pp. 146–162.

  64. 64.

    Bredekamp [36]; Copple and Bredekamp [37].

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Authors and Affiliations

  1. School of Teacher Education, Charles Sturt University, Bathurst, NSW, Australia

    Felicity McArdle, Jennifer Sumsion, Sue Grieshaber, Kellie Bousfield & Paul Shield

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  1. Felicity McArdle
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  2. Jennifer Sumsion
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  3. Sue Grieshaber
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  4. Kellie Bousfield
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  5. Paul Shield
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Correspondence to Jennifer Sumsion .

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Editors and Affiliations

  1. School of Teacher Education, Charles Sturt University, Bathurst, New South Wales, Australia

    Tara Brabazon

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McArdle, F., Sumsion, J., Grieshaber, S., Bousfield, K., Shield, P. (2016). Team Players. In: Brabazon, T. (eds) Play: A Theory of Learning and Change. Springer, Cham. https://doi.org/10.1007/978-3-319-25549-1_4

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