Includes index.

pt. 1. Theories and foundations of play -- 1. Valuing play -- State of play in America -- State of play in global society -- Characteristics of play -- Play in a changing society -- 2. Play as development -- Benefits of play for infants and toddlers (0-2) -- Cognitive development -- Social development -- Emotions -- Communication -- Physical development -- Types of play -- Practice play -- Object play -- Symbolic play -- Play benefits for preschoolers (2-5) -- Cognitive development -- Social development -- Communication -- Physical development -- Types of preschool play -- Constructive play -- Symbolic play -- Sociodramatic play -- Benefits of play for primary age children (6-8) -- Cognitive development -- Social development -- Communication -- Physical development -- Types of play for primary age children (6-8) -- Symbolic play -- 3. Observing and assessing play -- Ecological factors -- Microsystem -- Mesosystem -- Exosystem -- Macrosystem -- Chronosystem -- Types of observation -- Understanding cognitive development -- Piagetian-inspired stages of play -- From the experts : digital assessment for young children -- Vygotskian tools of the mind -- Montessori -- Social development -- Unoccupied behavior -- Onlooker behavior -- Solitary play -- Parallel play -- Associative play -- Cooperative play -- Physical development -- Benefits of organizing for assessment -- Case study -- Portfolios -- Documentation panels -- Communication -- pt. 2. Play in early education -- 4. Supporting play for infants and toddlers -- Play-based curriculum in infant/toddler centers -- creating a context for play -- Adult facilitation -- Music and a play-based aesthetic curriculum -- Stages of development of musicality -- Songs for infants and toddlers -- Movement in a play-based aesthetic program -- Low mobility (lap baby) -- More mobility (cruisers and creepers -- High mobility (toddlers and climbers) -- Art in a play-based aesthetic program -- Developmental stages of art -- Play places and spaces -- Designing environments for infants -- Designing environments for toddlers -- Program models -- Developmental interaction -- Cognitive developmental -- Professional development -- Family child care -- Toys and materials to encourage play -- Infants (birth to four months) -- Play-based infant/toddler assessment -- Ounce scale assessment system -- Program assessment -- Infant/toddler environmental rating scale (ITERS) -- 5. Supporting play for preschool children -- Benefits of play for preschoolers -- The role of the adult -- Organizing for play -- Planning for play -- Observing -- Guiding play -- Extending play-based learning with art, music, and movement -- Play as a medium for learning content -- Language and literacy -- Math -- Science -- Social studies -- Designing play centers for preschoolers -- Art/messy/writing center -- Music and movement -- Book center -- Blocks -- Home center -- Toy area -- Sociodramatic learning center -- Technology area -- Integrative play models -- Developmental-interaction -- HighScope -- Constructivist -- From the experts : the role of play and language -- Development in Waldorf education -- Creative curriculum -- Family child care -- Assessment -- Play-based assessment -- 6. Supporting play in kindergarten classrooms -- Relationship between play and kindergarten -- Benefits of play in kindergarten -- Role of adults in increasing cultural competency through play -- Role of teacher in implementing a play-based curriculum -- Using Maslow's theory to inform kindergarten curriculum -- Maslow's Theory of Basic Needs -- An aesthetics-based approach to kindergarten -- Play as a medium for learning -- Language and literacy -- Math -- Science -- Play and social studies -- Designing play spaces -- Blocks -- Home center -- Special sociodramatic center -- Prop boxes -- Art center -- Sand and water -- Toys and puzzles -- Book center -- Computer center -- Program models -- Traditional kindergarten program -- Half-day program -- Commercial models -- HighScope -- Bank Street -- Reggio Emilia -- Toys, puzzles, and materials -- Assessment -- Formative assessment -- Summative assessment -- pt. 3. Play in school settings -- 7. Supporting play in primary school -- Benefits of play for primary age students -- Role of adults -- Play as a medium for learning -- Aesthetics -- Music -- Movement -- Art -- Curriculum connections -- Reading -- Mathematics -- Science -- Social studies -- Inquiry projects -- Program models -- Wasserman's primary play model -- Constructivist primary classrooms -- Developmental interaction -- Creative curriculum (primary classrooms) -- Reggio Emilia -- Designing spaces for children in primary school -- Toys and materials -- Assessment -- Games -- Cooperative group work (teams) -- Portfolios -- Inquiry work -- Sociograms -- Assessing after school programs -- 8. Supporting play for children in middle childhood -- Benefits of play for middle childhood -- Characteristics of play in middle childhood -- Contexts of play -- Role of adults in supporting play in middle childhood -- Play in the core content areas -- Reading -- Math -- Science -- Social studies -- Play-based curriculum -- Learning centers for middle childhood -- Role of play in STEM education -- Develop a plan for creating a STEM project -- Developing a plan for implementing an inquiry project -- Describe a play-based assessment system -- 9. Supporting play for children with special needs -- Focus on play for children with special needs -- Benefits of play for children who have special needs -- Theoretical foundation of play for children with special needs -- Piaget -- Vygotsky -- Current research -- Role of adults in child-focused intervention -- Supporting play in inclusive centers -- Infant and toddler centers -- Preschool centers -- Primary age settings -- Disabilities in middle childhood -- Child-focused interventions inclusive settings -- Designing appropriate environments -- Individualizing and adapting instructional practices -- Using systematic procedures -- Models of program delivery -- Family-based practices -- Assistive technology -- Adapting toys and other materials -- Assessing play -- pt. 4. Beyond the classroom -- 10. Outdoor play for young children -- Benefits of outdoor play -- Recess -- Role of the adult -- Organizer -- Observer -- Supervisor -- Evaluator -- Safety issues for all children -- Playground safety -- Designing outdoor play environments for infants and toddlers -- Examples of infant/toddler play places -- Types of play on infant/toddler playgrounds -- Safety for infants and toddlers -- Designing outdoor play environments for preschoolers and kindergarteners -- Play spaces for preschoolers -- Types of play on preschool playgrounds -- Safety issues -- Designing outdoor play environments for primary age children -- Play spaces - Type of play on primary playgrounds -- Safety issues -- Afterschool programs -- Selecting play spaces -- Natural play spaces -- Defined play spaces -- Traditional playgrounds -- Contemporary playgrounds -- Community or adventure playgrounds -- Inclusive playgrounds -- Theme-based parks -- Assessing outdoor play -- Planning for assessment -- Play assessment -- Multiple measures -- Assessing primary play -- 11. Current trends and issues -- Global trends -- National trends -- Community trends -- Play and the future : Gesell Institute of Child Development's perspective -- Current issues -- Technology : ready or not -- Media -- Materials and toys -- Violence -- Play research -- Play policy -- Steps for play advocacy -- Glossary.

Aimed at teachers and future teachers of children from birth through age eight, this book examines the positive effects of play on children's social/emotional, cognitive, and physical development. It helps them learn how to assess a child's learning through play, making play a practicable teaching mechanism.