Combining a rich theoretical foundation with practical tips, advice and case studies, Messy Play in the Early Years provides an informative and practical exploration of the unique qualities, characteristics and learning possibilities of messy play.
Packed with valuable insights from research and theory, along with practitioner's experiences, this accessible book will bolster readers' understanding and appreciation of messy play and demonstrate how a range of material engagements can enhance young children's development and learning. Exploring an array of resources and a broad spectrum of approaches, including adult-and child-led inquiry, chapters consider how the specific sensory qualities of materials encourage problem-solving, scientific thinking, creativity, self-regulation and self-expression as children discover and make sense of new phenomena. With examples of international practice and reflective questions throughout, the book highlights a variety of approaches to meeting differing time, space and budgetary needs, simplifies preparation and planning, and empowers practitioners and children to understand and use messy play effectively.
An essential guidebook to supporting an engaging and rewarding journey into messy play, Messy Play in the Early Years will be an invaluable resource for early years students, practitioners and parents looking to understand and enhance children's learning possibilities.
Autorentext
Sue Gascoyne is an early years consultant, trainer and founder of Play to Z Ltd, an award-winning sensory resources and equipment company. Sue is also a Creative Arts and Play Therapist working in primary schools to support children with emotional and behavioural problems.
Inhalt
Chapter 1: Introducing Messy Play and Material Engagements
Chapter 2: Messy Play and its Theoretical Roots
Chapter 3: Investigating and Quantifying Messy Play
Chapter 4: Patterns in Messy Play Use
Chapter 5: Planning Enabling Messy Play Environments
Chapter 6: Creating Enabling Environments for Messy Play
Chapter 7: Materials Encounters and Inquiry-based Learning
Chapter 8: Agency and Messy Play
Chapter 9: Conclusion