Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202129
Darlene DeMarie, J. Bugos
ABSTRACT This issue contains 8 unique manuscripts that present the implications of research on the benefits of creative play and the arts for young children. The intention is to help educators and administrators to understand optimal practices in classrooms and schools. Knowledge of recent research and the theoretical frameworks will help educators to implement and apply creative play practices. It is important for all of us to become advocates for children's rights to play and the arts.
{"title":"Creative arts, physical activity, and children’s play in early childhood","authors":"Darlene DeMarie, J. Bugos","doi":"10.1080/00405841.2023.2202129","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202129","url":null,"abstract":"ABSTRACT This issue contains 8 unique manuscripts that present the implications of research on the benefits of creative play and the arts for young children. The intention is to help educators and administrators to understand optimal practices in classrooms and schools. Knowledge of recent research and the theoretical frameworks will help educators to implement and apply creative play practices. It is important for all of us to become advocates for children's rights to play and the arts.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90215487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202132
Jennifer E. Drake
ABSTRACT Learning how to regulate emotions is a significant developmental milestone in a child’s life. It is important to understand which activities help children cope with emotionally distressing situations. One such activity, I argue, is drawing. In this article, I consider 2 ways in which drawing elevates mood in children: Drawing allows them to be distracted from their negative thoughts and feelings; or it allows them to express (and thus vent) their negative thoughts and feelings. Using drawing as a means of distraction proves more effective, perhaps because drawing to distract is more enjoyable and more absorbing than using drawing as a means of expression. Engaging in arts activities over many months not only increases positive emotions but also lowers stress as measured by cortisol levels. Taken together, this work demonstrates the important role that the arts play in children’s emotional lives.
{"title":"How children can use drawing to regulate their emotions","authors":"Jennifer E. Drake","doi":"10.1080/00405841.2023.2202132","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202132","url":null,"abstract":"ABSTRACT Learning how to regulate emotions is a significant developmental milestone in a child’s life. It is important to understand which activities help children cope with emotionally distressing situations. One such activity, I argue, is drawing. In this article, I consider 2 ways in which drawing elevates mood in children: Drawing allows them to be distracted from their negative thoughts and feelings; or it allows them to express (and thus vent) their negative thoughts and feelings. Using drawing as a means of distraction proves more effective, perhaps because drawing to distract is more enjoyable and more absorbing than using drawing as a means of expression. Engaging in arts activities over many months not only increases positive emotions but also lowers stress as measured by cortisol levels. Taken together, this work demonstrates the important role that the arts play in children’s emotional lives.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77776752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202137
Elisa A. Pope, S. Marston, Moses Thompson, Scott T Larson
ABSTRACT Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play, which supports the development of new competencies and furthers cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive emotional experiences. Self-determination theory, cognitive psychology, and developmental psychology offer useful frameworks for understanding how play in school gardens can improve motivation and promote meaningful learning in the early childhood years and beyond. Benefits reported in the literature of incorporating school gardens into teaching and learning experiences include opportunities for learners to satisfy the basic psychological needs of autonomy, competence, and relatedness, increased positive emotions, opportunities to renew cognitive and emotional energies, and tangible evidence of efforts linked to initiative and industry of students who care for plants and animals in the garden. Recommendations include long-term planning for funding school garden programs and supporting teachers in incorporating purposeful play in the garden into learning.
{"title":"How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond","authors":"Elisa A. Pope, S. Marston, Moses Thompson, Scott T Larson","doi":"10.1080/00405841.2023.2202137","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202137","url":null,"abstract":"ABSTRACT Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play, which supports the development of new competencies and furthers cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive emotional experiences. Self-determination theory, cognitive psychology, and developmental psychology offer useful frameworks for understanding how play in school gardens can improve motivation and promote meaningful learning in the early childhood years and beyond. Benefits reported in the literature of incorporating school gardens into teaching and learning experiences include opportunities for learners to satisfy the basic psychological needs of autonomy, competence, and relatedness, increased positive emotions, opportunities to renew cognitive and emotional energies, and tangible evidence of efforts linked to initiative and industry of students who care for plants and animals in the garden. Recommendations include long-term planning for funding school garden programs and supporting teachers in incorporating purposeful play in the garden into learning.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77796655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202133
Afnan Alahmari, Sarah Alrweta, Mohammad Malkawi, Veronica Nacpil, Ekaterina Strekalova-Hughes, Rachal Young
ABSTRACT This article explores advocacy practices that support teachers’ integration of play and playful learning in their classrooms. Activism is a well-documented transformative aspect of the teaching profession (e.g.), which is recently experiencing heightened political pressures. At the same time, COVID-19 exacerbated existing inequities in early childhood education. For example, in underserved communities, the “learning loss” discourse increased accountability for narrowly defined academic outcomes as well as the expectations of student obedience and compliance. This article forefronts access to play and children’s agency as an equity issue and offers early childhood educators strategies for advocacy and activism to infuse play and playful learning in their educational contexts.
{"title":"Playing the system: Advocacy for play equity in early childhood education","authors":"Afnan Alahmari, Sarah Alrweta, Mohammad Malkawi, Veronica Nacpil, Ekaterina Strekalova-Hughes, Rachal Young","doi":"10.1080/00405841.2023.2202133","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202133","url":null,"abstract":"ABSTRACT This article explores advocacy practices that support teachers’ integration of play and playful learning in their classrooms. Activism is a well-documented transformative aspect of the teaching profession (e.g.), which is recently experiencing heightened political pressures. At the same time, COVID-19 exacerbated existing inequities in early childhood education. For example, in underserved communities, the “learning loss” discourse increased accountability for narrowly defined academic outcomes as well as the expectations of student obedience and compliance. This article forefronts access to play and children’s agency as an equity issue and offers early childhood educators strategies for advocacy and activism to infuse play and playful learning in their educational contexts.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79790547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00405841.2023.2202131
Daniela Alvarez-Vargas, Jessica Paola Lopez Perez, V. Bermudez, Susana Beltrán Grimm, Evelyn Santana, K. Begolli, A. Bustamante
ABSTRACT In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard. Lastly, we conclude with a detailed graphical tutorial showcasing how the research literature and evidence-based classroom learning activities inform the development of 2 different mathematics games that supplement classroom instruction. We share the design of whole number and rational number basketball games to emphasize how teachers, administrators, and policymakers can replicate these games in their own context. Overall, this work can inform administrators and policymakers on supporting math and physical education by developing guided activities that incorporate the principles of the science of learning, motivation, and physical education science to provide students with optimal math learning opportunities.
{"title":"Evidence-based designs for physically active and playful math learning","authors":"Daniela Alvarez-Vargas, Jessica Paola Lopez Perez, V. Bermudez, Susana Beltrán Grimm, Evelyn Santana, K. Begolli, A. Bustamante","doi":"10.1080/00405841.2023.2202131","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202131","url":null,"abstract":"ABSTRACT In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard. Lastly, we conclude with a detailed graphical tutorial showcasing how the research literature and evidence-based classroom learning activities inform the development of 2 different mathematics games that supplement classroom instruction. We share the design of whole number and rational number basketball games to emphasize how teachers, administrators, and policymakers can replicate these games in their own context. Overall, this work can inform administrators and policymakers on supporting math and physical education by developing guided activities that incorporate the principles of the science of learning, motivation, and physical education science to provide students with optimal math learning opportunities.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72511312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).
点击放大图片点击缩小图片披露声明作者未发现潜在的利益冲突。
{"title":"This issue","authors":"Jill Newton, Megan Staples, Travis Miller, Betsy Berry","doi":"10.1080/00405841.2022.2135934","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135934","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135755237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1080/00405841.2022.2135906
Gaye Williams
ABSTRACT The relationship Terry and I developed as colleagues and friends illustrates elements of the legacy she leaves. Our overlapping research interests stimulated conversations about synergies and differences between our theoretical perspectives. Depending on the situation and purpose, these interactions possessed different characteristics. Terry introduced me to research conventions, we collaborated as equals, Terry integrated an element of my theory into her teaching and learning framework and we discussed her initial applications of this. In addition, Terry asked questions to extend my ideas as I developed my dissertation. An illustration of Terry challenging one of my pedagogical actions demonstrates how such a question enabled me to increase the connections I made between my theory and practice. Terry’s remarkable ability to flexibly employ different mentoring actions, her research scholarship, her ability and willingness to engage in many diverse collaborative interactions, and her generosity and humor have contributed to her extensive impact.
{"title":"Collaborative approaches to enhancing theoretical perspectives and pedagogical insights","authors":"Gaye Williams","doi":"10.1080/00405841.2022.2135906","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135906","url":null,"abstract":"ABSTRACT The relationship Terry and I developed as colleagues and friends illustrates elements of the legacy she leaves. Our overlapping research interests stimulated conversations about synergies and differences between our theoretical perspectives. Depending on the situation and purpose, these interactions possessed different characteristics. Terry introduced me to research conventions, we collaborated as equals, Terry integrated an element of my theory into her teaching and learning framework and we discussed her initial applications of this. In addition, Terry asked questions to extend my ideas as I developed my dissertation. An illustration of Terry challenging one of my pedagogical actions demonstrates how such a question enabled me to increase the connections I made between my theory and practice. Terry’s remarkable ability to flexibly employ different mentoring actions, her research scholarship, her ability and willingness to engage in many diverse collaborative interactions, and her generosity and humor have contributed to her extensive impact.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73611739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1080/00405841.2022.2135912
Travis K. Miller
ABSTRACT For Terry Wood, the personal and professional were seamlessly connected. In her “House with the Blue Door” graduate students and visiting scholars lived; people gathered for conversations and music; the community reflected and found connections between important ideas. This chapter sets the stage for the special issue by contextualizing Terry’s personal and professional life with anecdotes shared during the May 2021 Terry Wood Memorial Event. We see how she conceptualized knowledge development as a collective enterprise, putting into practice this worldview as a basis for life and for advancing the field of mathematics education. This reflexive relationship between theory and practice informed a body of powerful scholarship that continues to shape the field. Less recognized—and perhaps more importantly—these stories, and the subsequent chapters, reveal how Terry’s investment in teachers, graduate students and colleagues resulted in the growth and development of scholars and teachers across multiple countries and continents.
{"title":"The blue door: A portal to a community of learners","authors":"Travis K. Miller","doi":"10.1080/00405841.2022.2135912","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135912","url":null,"abstract":"ABSTRACT For Terry Wood, the personal and professional were seamlessly connected. In her “House with the Blue Door” graduate students and visiting scholars lived; people gathered for conversations and music; the community reflected and found connections between important ideas. This chapter sets the stage for the special issue by contextualizing Terry’s personal and professional life with anecdotes shared during the May 2021 Terry Wood Memorial Event. We see how she conceptualized knowledge development as a collective enterprise, putting into practice this worldview as a basis for life and for advancing the field of mathematics education. This reflexive relationship between theory and practice informed a body of powerful scholarship that continues to shape the field. Less recognized—and perhaps more importantly—these stories, and the subsequent chapters, reveal how Terry’s investment in teachers, graduate students and colleagues resulted in the growth and development of scholars and teachers across multiple countries and continents.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86978451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1080/00405841.2022.2135899
J. Newton, B. Jaworski
ABSTRACT While reading, in other articles, about the authors’ experiences with and perspectives on the work of Terry Wood, I have been struck by the many facets of Terry’s work as a mathematics educator (researcher, teacher, mentor, and friend) that emerge article after article. Having agreed to write some synthesis of the articles, I have chosen the metaphor of a braid, woven in different ways by different authors (co-researchers, doctoral students, colleagues, and friends). All speak of Terry’s basic humanity (my words) as they have appreciated her contributions, both personal and professional, to their lives and work. From this, I draw many threads and diverse weavings. Not least, I weave my own experiences of and with Terry in contributing to my own life and work. I borrow (from Hofstadter, 1999) the term “golden braid,” as I believe this special issue reflects, repeatedly, a “golden” braiding in our relationships with Terry.
{"title":"A Golden Braid:* Weaving Terry Wood’s unique threads of humanity in theory and practice","authors":"J. Newton, B. Jaworski","doi":"10.1080/00405841.2022.2135899","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135899","url":null,"abstract":"ABSTRACT While reading, in other articles, about the authors’ experiences with and perspectives on the work of Terry Wood, I have been struck by the many facets of Terry’s work as a mathematics educator (researcher, teacher, mentor, and friend) that emerge article after article. Having agreed to write some synthesis of the articles, I have chosen the metaphor of a braid, woven in different ways by different authors (co-researchers, doctoral students, colleagues, and friends). All speak of Terry’s basic humanity (my words) as they have appreciated her contributions, both personal and professional, to their lives and work. From this, I draw many threads and diverse weavings. Not least, I weave my own experiences of and with Terry in contributing to my own life and work. I borrow (from Hofstadter, 1999) the term “golden braid,” as I believe this special issue reflects, repeatedly, a “golden” braiding in our relationships with Terry.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84522289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1080/00405841.2022.2135901
Götz Krummheuer
ABSTRACT This article shares a paper presented as the keynote for the Terry L. Wood Memorial Conference that was held virtually on May 20, 2022. This paper starts with a reference to the project, The Coordination of a Psychological and Sociological Perspective, that was funded by the Spencer Foundation. The results of the research in this project are published in the book, The Emergence of Mathematical Meaning, edited by Cobb and Bauersfeld (1995).
本文分享了一篇在2022年5月20日举行的特里·l·伍德纪念会议上作为主题演讲的论文。本文首先介绍了由斯宾塞基金会资助的“心理学和社会学视角的协调”项目。该项目的研究结果发表在Cobb和Bauersfeld编辑的《The Emergence of Mathematical Meaning》(1995)一书中。
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