Playing the System: Advocacy for Play Equity in Early Childhood Education

Autor/inn/en	Alahmari, Afnan; Alrweta, Sarah; Malkawi, Mohammad; Nacpil, Veronica; Strekalova-Hughes, Ekaterina; Young, Rachal
Titel	Playing the System: Advocacy for Play Equity in Early Childhood Education
Quelle	In: Theory Into Practice, 62 (2023) 2, S.107-114 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2023.2202133
Schlagwörter	Advocacy; Play; Equal Education; Early Childhood Education; Activism; Barriers; Early Childhood Teachers; Documentation + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Aktivismus; Politischer Protest; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Dokumentation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01