The game represents an educationally appropriate form of organizing the learning of young children, as it fosters the development of skills, attitudes, and knowledge (e.g., self-control, flexible thinking, collaboration, problem-solving, mathematical concepts, empathy, communication skills, creativity).

The involvement of the kindergarten teacher in play is crucial for its effective impact on the development and learning of children, as well as for its evolution in terms of maturity.

Based on doctoral research by five pre-school education educators, this book examines pretend play (socio-dramatic and imaginative), creative play (with an emphasis on the arts), and rule-based play. Utilizing research data and presenting characteristic play episodes from kindergarten classrooms, it describes the roles that the kindergarten teacher can assume to support children.

Depending on the type of play, each chapter discusses the possible ways of engagement, the related actions, as well as issues of pedagogical planning.

With numerous practical suggestions for the engagement of the kindergarten teacher before, during, and after play, and with a clear presentation of the content (charts, diagrams, summaries of key points, etc.), the book serves as a tool for pedagogical application and reflection for prospective and active educators working with preschool-aged children.

Language: GREEK
Pages: 184
Dimensions: 240X170X0