Abstract
Much of the research into play focuses on children’s learning. However this chapter activates play between academic staff, teacher candidates and children. Of particular emphasis in this chapter is the analysis of exploratory and constructive play.
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Notes
- 1.
Eberle [1].
- 2.
Gray [2].
- 3.
Gray [3].
- 4.
Eberle [1].
- 5.
Catherine Dunn [4].
- 6.
Gray [2].
- 7.
Gray [3].
- 8.
Eberle [1].
- 9.
Freire [5], p. 80.
- 10.
Brown [6].
- 11.
Knight [7], p. 42.
- 12.
Palmer [8], p. 29.
- 13.
Wolk [9].
- 14.
Brown [10].
- 15.
Wolk [9].
- 16.
Gray [2].
- 17.
Gray [3].
- 18.
Gray [2].
- 19.
Gray [3], pp. 139–153.
- 20.
Gray [3], p. 152.
- 21.
Csikszentmihalyi [11].
- 22.
Wong and Csikszentmihalyi [12].
- 23.
Black and William [13].
- 24.
Ontario Ministry of Education [14], p. 29.
- 25.
Gray [3], p. 146.
- 26.
Sadler [15].
- 27.
Sadler [15], p. 391.
- 28.
Gray [3], p. 154.
- 29.
Eberle [1].
- 30.
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Charko, L., Fraser, C., Jones, D., Umangay, U.K. (2016). Faculty, Candidates, and Children at Play: Perceptions and Dissonances. In: Brabazon, T. (eds) Play: A Theory of Learning and Change. Springer, Cham. https://doi.org/10.1007/978-3-319-25549-1_5
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