This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ailwood, J. (2003). Governing early childhood education through play. Contemporary Issues in Early Childhood, 4, 286–299.
Anning, A., Cullen, J., & Fleer, M. (2004). (Eds.), Early childhood education: Society and culture (226 pages). London: Sage Publications.
Australian Government. (2003). Responses to Towards a National Agenda for Early Childhood Commonwealth Task Force on Child Development, Health and Wellbeing, ACT.
Blaise, M. (2005). Playing it straight! Uncovering gender discourses in the early childhood classroom. New York: Routledge Press, UK.
Bredekamp, S. (1987). Developmentally appropriate practice in early childhood education programs. Serving children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children.
Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood education programs (Rev. ed). Washington, DC: National Association for the Education of Young Children.
Chaiklin, S. (2006). Practice-developing research: Introduction to a future science. Manuscript under review.
Clyde, M. (1995). Concluding the debate: Mind games – what DAP means to me. In M. Fleer (Ed.), DAPcentrism: Challenging developmentally appropriate practices. ACT: Australian Early Childhood Association.
Cooper, R., & Sutton, K. (1999). The effects of child abuse on preschool children’s play. Australian Journal of Early Childhood, 24, 10–14.
Cross, T. (1995). The early childhood curriculum debate. In M. Fleer (Ed.), DAPcentrism: Challenging developmentally appropriate practices. ACT: Australian Early Childhood Association.
Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care. Postmodern Perspectives. London, Great Britain: Falmer Press.
Daniels, H. (2001). Vygotsky and pedagogy. London, UK: Routledge.
Dockett, S., & Fleer, M. (1999). Pedagogy and play in early childhood education: Bending the rules. Sydney: Harcourt Brace.
Edwards, S. (2003a). New directions: charting the paths for the role of sociocultural theory in early childhood education and curriculum. Contemporary Issues in Early Childhood, 4(3), 251–266.
Edwards, S. (2003b). “The curriculum is:” Early childhood educators’ conceptions of curriculum and developmentally appropriate practice. A comparative case study across two Victorian early childhood educational settings. Unpublished PhD thesis, Monash University. Melbourne.
Fleer, M. (1992). From Piaget to Vygotsky: Moving into a new era of early childhood education. In B. Lambert (Ed.), The Changing Face of Early Childhood (pp. 134–149). ACT: Australian Early Childhood Association.
Fleer, M. (1996). Theories of ‘play’: Are they ethnocentric or inclusive? Australian Journal of Early Childhood, 21(4), 12–18.
Fleer, M. (2000). An early childhood research agenda: Voices from the field. The Commonwealth Department of Education, Training and Youth Affairs: Canberra: McMillan Printing Group.
Fleer, M. (2002). Sociocultural theory: Rebuilding the theoretical foundations of early childhood education. Delta, Policy and Practice in Education, 54(1), 105–120.
Fleer, M. (2005). Essay Review: Studying teachers in early childhood settings. In O. N. Sarach, & B. Spodek (Eds.), Information Age Publishing, Connecticut, USA. International Journal of Teaching and Teacher Education, 21, 333–341.
Fleer, M. (2006). A sociocultural perspective on early childhood education: Rethinking, reconceptualizing and reinventing, In M. Fleer, S. Edwards, M. Hammer, A. Kennedy, A. Ridgway, J. Robbins & L. Surman (Eds.), Early childhood learning communities: Sociocultural research in practice (pp. 3–14). NSW, Australia: Pearson Education.
Fleer, M. & Kennedy, A. (2000). Quality assurance: Whose quality and whose assurance? New Zealand Research in Early Childhood Education, 3, 6–12.
Fleer, M., & Richardson, C. (2004a). Observing and planning in early childhood settings: Using a sociocultural approach (60 pages). Canberra, ACT: Early Childhood, Australia.
Fleer, M., & Richardson, C. (2004b). Moving from a constructivist-developmental framework for planning to a sociocultural approach: Foregrounding the tension between individual and community, Journal of Australian Research in Early Childhood Education, 10(2), 11(2), 70–87.
Fleer, M., & Richardson, C. (2004c). Collective mediated assessment, in A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education: society and culture (pp. 119–136). London: Sage Publications.
Fleer, M., & Robbins, J. (2003). ‘Yeah that’s what they teach you at uni, it’s just rubbish’: The participatory appropriation of new cultural tools as early childhood student teachers move from a developmental to a sociocultural framework for observing and planning. Paper presented at the Australian Research in Early Childhood Education conference, 23rd–24th of January 2003, Monash University, Melbourne, Victoria.
Fleer, M., & Williams-Kennedy, D. (2002). Building bridges: Literacy development for young Indigenous children. ACT: Australian Early Childhood Association.
Göncü, A. (1999). (Ed.), Children’s engagement in the world. Sociocultural Perspectives. Cambridge, United Kingdom: Cambridge University Press.
Göncü, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24(3), 321–329.
Hedges, H. (2000). Teaching in early childhood: Time to merge constructivist views so learning through play equal teaching through play. Australian Journal of Early Childhood, 25, 16–21.
Howes, C. (1987). Peer Interaction of Young Children, Monographs of the Society for Research in Child Development (Vol. 53). Philadelphia: Psychology Press.
Howes, C., & Tonyan, H. A. (1999). Peer relations. In L. Balter, & C. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 143–157). Philadelphia: Psychology Press.
Howes, C., & Matheson, C. C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28, 961–974.
Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423–430.
Hughes, P., & MacNaughton, G. (2000). Consensus, dissensus or community: The politics of parent involvement in early childhood education. Contemporary Issues in Early Childhood, 2(1), 83–93.
Kowalski, H. S. (2000). Toddlers’ emerging symbolic play: the influence of peers in the day- care context. Unpublished doctoral thesis: University of Wollongong, NSW.
Lubeck, S. (1998). Is developmentally appropriate practice for everyone? Childhood Education, 74(5), 283–298.
MacNaughton, G. (1995). A post-structuralist analysis of learning in early childhood settings, In M. Fleer (Ed.), DAPcentrism: Challenging Developmentally Appropriate Practices. ACT: Australian Early Childhood Association.
Mallan, K. (1998). ‘The Yeti’s on the other side’: The narrative nature of children’s play. Australian Journal of Early Childhood, 23, 16–21.
Millikan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Castle Hill, N.S.W.: Pademelon Press.
Piscitelli, B. (1992). Reflections on play: Why is it necessary? Australian Journal of Early Childhood, 17, 24–31.
Press, F., & Hayes, A. (2000). OECD Thematic Review of Early Childhood Education and Care policy. Australian Background Report. Department of Education, Training and Youth Affairs: AGPS.
Rivalland, C. M. P. (2005). Beliefs and perceptions in childcare: Listening to the professionals. Unpublished Honours theses, Monash University, Melbourne.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Random House.
Rogoff, B. (1998). Cognition as a collaborative process, In W. Damon, (Chief Editor) D. Kuhn & R. S. Siegler, (Vol. Eds.), Cognition, Perceptions and Language. Handbook of Child Psychology (5th ed., pp. 679–744). New York: John Wiley & Sons, Inc.
Rogoff, B. (2003). The cultural nature of human development, New York, USA: Oxford University Press.
Senate Employment, Education and Training Committee. (1996). Childhood matters: The report of the inquiry into early childhood education. Commonwealth of Australia, Canberra.
Siraj-Blatchford, I., & Clarke, P. (2000). Supporting identity, diversity and language in the early years. Maidenhead: Open University Press
Strinovich, E. (2002). Two- and three-year-old children’s peer orientation, styles of play, and social competence in same-age and mixed-age day care. Unpublished doctoral dissertation: Flinders University of South Australia.
Tobin, J. J., Wu, D. Y. H., & Davidson, D. (1989). Preschool in Three Cultures: Japan, China and United States. USA: Yale University Press.
Vygotsky, L. S. (1987). Thinking and speech. In L. S. Vygotsky, The collected works of L.S. Vygotsky, Vol. 1, Problems of general psychology. (pp. 39–285). R. W. Rieber & A. S. Carton (Eds.); N. Minick (Trans.) New York: Plenum Press.
Windisch, L. E., Jenvey, V. B. & Drysdale, M. (2003). Indigenous parents’ ratings of the importance of play, Indigenous games and language and early childhood education. Australian Journal of Early Childhood, 28, 50–56.
Woodhead, M. (1998). (Eds.), Cultural worlds of early childhood. London, United Kingdom: Routledge.
Wyver, S. R. & Spence, S. H. (1995). Cognitive and social play of Australian preschoolers. Australian Journal of Early Childhood, 20, 42–45.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Fleer, M., Tonyan, H.A., Mantilla, A.C., Rivalland, C.M.P. (2009). Play and Learning in Australia. In: Pramling-Samuelsson, I., Fleer, M. (eds) Play and Learning in Early Childhood Settings. International Perspectives on Early Childhood Education and Development, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8498-0_3
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8498-0_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8497-3
Online ISBN: 978-1-4020-8498-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)