Abstract
Early Childhood Pedagogical Play re-theorizes the relationship of pedagogy and play as pedagogical play which we suggest is characterised by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination , a critical role in learning and development). We bring these new concepts to life using a cultural-historical approach to analysis of play , supported in each chapter by the use of case studies with visual narratives used as a research method for re-theorising play as being pedagogical.
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Ridgway, A., Quiñones, G., Li, L. (2015). Re-theorising Play as Pedagogical. In: Early Childhood Pedagogical Play. Springer, Singapore. https://doi.org/10.1007/978-981-287-475-7_2
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