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dc.contributor.authorStover, SL
dc.date.accessioned2013-08-27T00:50:47Z
dc.date.accessioned2014-01-14T21:25:14Z
dc.date.accessioned2014-01-14T21:25:46Z
dc.date.available2013-08-27T00:50:47Z
dc.date.available2014-01-14T21:25:14Z
dc.date.available2014-01-14T21:25:46Z
dc.date.copyright2014
dc.date.issued2013-08-27
dc.identifier.citationNew Zealand Early Childhood Research Journal, vol.17, pp.89 - 100
dc.identifier.urihttp://hdl.handle.net/10292/6437
dc.description.abstractThis article draws together some reflections on play and educationalisation in the historic context of the contemporary professionalism of early childhood. Looking historically, I suggest that both play and education are issues whose visibility and vitality seem to reflect social and political drivers. I also consider what a review of Te Whāriki could include with the inclusion of greater emphasis on learning through play. So it is worthwhile to consider how play and professionalism have been - and perhaps still are – tools of larger reform projects.
dc.publisherChildforum
dc.relation.replaceshttp://hdl.handle.net/10292/5615
dc.relation.replaces10292/5615
dc.relation.replaceshttp://hdl.handle.net/10292/6436
dc.relation.replaces10292/6436
dc.relation.urihttp://www.childforum.com/research/research-journal-articles-reviewed-ece/1140-volume-17-2014-details.html
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dc.subjectPlay
dc.subjectHistory, learning through play
dc.subjectEarly childhood education
dc.subjectPolicy
dc.subjectProfessionalism
dc.titlePlay and the professional early childhood teacher: a personal reflection
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
aut.relation.endpage100
aut.relation.startpage89
aut.relation.volume17
pubs.elements-id153268


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