Implementing Godly Play in educational settings: a cautionary tale
At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children’s agency and voice in their learning paying particular attention to valuing each child’s sociocultural contexts. As learners, children are considered ca...
| Κύριοι συγγραφείς: | ; |
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| Τύπος μέσου: | Ηλεκτρονικά/Εκτύπωση Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
Routledge
[2017]
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| Στο/Στη: |
British journal of religious education
Έτος: 2017, Τόμος: 39, Τεύχος: 2, Σελίδες: 172-186 |
| Τυποποιημένες (ακολουθίες) λέξεων-κλειδιών: | B
Australien
/ Θρησκευτική εκπαίδευση
/ Νηπιαγωγείο
/ Δημοτικό σχολείο
/ Godly Play
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| Σημειογραφίες IxTheo: | AH Θρησκευτική Παιδαγωγική KAJ Εκκλησιαστική Ιστορία 1914-, Σύγχρονη Εποχή KBS Αυστραλία, Ωκεανία |
| Άλλες λέξεις-κλειδιά: | B
Learning
B CURRICULA (Courses of study) B Classroom activities B Schools B Early Childhood Education |
| Διαθέσιμο Online: |
Volltext (doi) |
| Σύνοψη: | At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children’s agency and voice in their learning paying particular attention to valuing each child’s sociocultural contexts. As learners, children are considered capable and active participants rather than as deficit and passive recipients. How does the implementation of godly play in prior-to-school and school early years settings sit within a contemporary view of childhood? To what extent does this programme align with early childhood theory and practice? This paper seeks to evaluate the presence and place of godly play (which is not a curriculum and nor does it claim to be a curriculum) in the religiously affiliated early childhood education context in either prior-to-school or school settings. It is to be emphasised that this paper isnot evaluatingthe presence and place of godly play in the faith community of the local parish where all who participate are believers coming together to share that faith and to have that faith strengthened. However, its presence and place in formal educational settings outside of parish faith communities is questionable and requires closer critique. |
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| ISSN: | 0141-6200 |
| Περιλαμβάνει: | Enthalten in: British journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2015.1110112 |