Play's relation to health and well-being in preschool and kindergarten
A Waldorf (Steiner) education perspective
Datos Bibliográficos
| ID | 4944161 |
|---|---|
| Autores | E J Sobo (0000-0002-7711-9873, San Diego State University, autor de correspondencia) |
| Año | 2014 |
| Volumen | 3 |
| Número | 1 |
| Páginas | 9-23 |
| Fecha de publicación | 2014-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | International Journal of Play (JOURNAL) |
| Identificadores de la revista | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2014.886102 |
| OpenAlex | W2031615727 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 20 |
In most US pre-k/kindergartens play is justified as serving academic goals. However, Waldorf education, an independent alternative to public schooling, leverages play to promote child health and well-being. This paper examines Waldorf education's approach to play with reference to the underlying cultural model of/for child development that Waldorf teachers subscribe to. It describes how teachers orchestrated play in four pre-k/kindergarten classrooms and examines, from the teacher perspective, how keeping children 'in movement' both physically and spiritually encourages healthful sensory-motor integration while nourishing children's 'will forces' and ensuring good health and flexible thinking in adulthood. In addition to providing insight into how we might foster more play in non-Waldorf settings and informing the theoretical construction of play-as-mood, the findings indicate that Waldorf education is not immune to the work-play opposition common to US educational discourse; accordingly, the pedagogic and pediatric work done by play becomes a selling point for the system
Developmental psychology · Pedagogy · Political science · Politics · Children's Rights and Participation · Early Childhood Education and Development · Education Methods and Practices · Psychology
Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy
How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study
Waldorf Yaklaşımına Göre Erken Çocukluk Döneminde Spiritüel Eğitim ve Uygulamalar
The young child’s journey of ‘the will’
Playing with open-ended material as experiences of democracy
Body, Soul, and Spirit
Social Cultivation of Vaccine Refusal and Delay among Waldorf (Steiner) School Parents
Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School
Preschool in Three Cultures Revisited
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bond
The Cultural Nature of Human Development
Resurrecting Free Play in Young Children
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds
The Discovery of Grounded Theory
Biosocial perspectives on children
Finding Culture in Talk
Qualitative Data, Quantitative Analysis
Accounting for Variability in Mother–Child Play
Play is natural to childhood but school is not
Learning 'From Nobody
On the Medicalization of Medical Anthropology
Giving Voice to Children's Voices
Techniques to Identify Themes
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 0,73 |
| Intervalo de citas | 2015 - 2024 (10) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |