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Children in Play, Story, and School

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Table of Contents

Part I: Introduction 1 Children in Play, Story, and School: A Tribute to Greta G. Fein Artin Goencu and Elisa L. Klein Part II: Children in Play 2 Play as Improvisational Rehearsal: Multiple Levels of Analysis in Children's Play R. Keith Sawyer 3 Nonsocial Play as a Risk Factor in Social and Emotional Development Charissa S. L. Cheah, Larry J. Nelson, and Kenneth H. Rubin 4 Transforming the ""Play-Oriented Curriculum"" and Work in Constructivist Early Education Rheta DeVries 5 The Adult as a Tutor in Fostering Children's Symbolic Play Anna Bondioli 6 Facilitating the Narrative Quality of Sociodramatic Play Rivka Glaubman, Gabi Kashi, and Rina Koresh Part III: Children in Story 7 Emotional Breaches in Play and Narrative Brian Sutton-Smith 8 ""He was the Best Daddy"": Postdivorce Preschoolers' Representations of Loss and Family Life Patricia Herman and Inge Bretherton 9 ""I'm So Glad I'm Glad"": The Role of Emotions and Close Relationships in Children's Play and Narrative Language A. D. Pellegrini and Lee Galda 10 Playing ""Inside"" Stories Lois A. Groth and Lynn Dietrich Darling Part IV: Children in School 11 Day Care and the Strange Situation Alison Clarke-Stewart, Virginia Allhusen, and Frits Goossens 12 Processes in the Formation of Attachment Relationships with Alternative Caregivers Carollee Howes and Erin Oldham 13 Conceptual Gaps in the Lifespan Theory of Attachment Nathan A. Fox and Yair Bar-Haim 14 Talking the Talk: Constructivist Teachers Guiding Children's Problem Solving Michelle B. Patt and Artin Goencu 15 Visions and Realities of Achieving Partnership: Parent-School Relationships at the Turn of the Century Douglas R. Powell 16 Contexts of Quality: Implications for U.S. Child-Care Policy Elisa L. Klein and Louisa B. Tarullo Part V: Conclusions 17 Suppose There Were a Hill in Richmond Hill Greta G. Fein

About the Author

Artin Goencu, PhD, is a professor in the department of Educational Psychology at the University of Illinois at Chicago (UIC). He received his doctorate in Developmental Psychology from the University of Houston. Previously, he served as Coordinator of the graduate program in Early Childhood Education at UIC, as a postdoctoral research fellow at the University of Utah, and as a Research Associate and a preschool teacher at the Human Development Lab at the University of Houston. Widely published, Dr. Goencu is a board member of the Piaget Society and Center for Research on Child Culture at Ankara University, in Turkey. He serves on the editorial boards of American Educational Research Journal, Early Education and Development, and the Bogazici University Journal of Education. Elisa L. Klein, PhD, is an associate professor in the Department of Human Development and the Institute for Child Study at the University of Maryland at College Park, where she is currently a Lilly/Center for Teaching Excellence Fellow. She received her doctorate in Human Development and Family Studies from the Pennsylvania State University. Dr. Klein was previously on the faculty of the Ohio State University, where she also directed the University's Center for Young Children for three years. She recently served as Visiting Scientist and Child Development Research Fellow in the Administration on Children, Youth and Families of the U.S. Department of Health and Human Services, where she assisted in the development of the final report of the Head Start Family Child Care Demonstration project. The author of numerous articles, book chapters, and reviews, Dr. Klein has served on the editorial boards of Early Childhood Research Quarterly and Early Education and Development.


"This volume honors Greta G. Fein, consummate authority on children's narrative and pretend play and leading figure in the hybrid discipline of child development/early education. Chapters from noted contributors present the latest research analysis and applications, rife with provocative ideas about social-emotional and symbolic development in context. This outstanding work should spur further research in the area for years to come. As such, it provides excellent fare for graduate-level courses and seminars in child development, family studies, early childhood education, and child-care policy."--James Johnson, PhD, College of Education, The Pennsylvania State University "This marvelous work brings together many of the most productive and important names in early childhood research. The volume reflects the wonderful influence of Greta G. Fein, the outstanding early childhood educator who has consistently challenged the field with creative, inspired insights into young children's thinking and behavior. I plan to use it as a text in the graduate-level course I teach in Foundations of Early Childhood Education, and it will also be useful for other early childhood education and developmental psychology courses."--Dale C. Farran, PhD, Department of Teaching and Learning, Peabody College, Vanderbilt University "This book contains a wealth of information. The impressive group of contributors elucidate the ways children learn and develop through planned and spontaneous play activities, and provide a broad array of ideas regarding their play. The emphasis on parents as partners in children's schooling is an especially vital concept."--Peggy L. Riethmiller, PhD, Professor Emeritus, College of Education, Michigan State University

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