Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/16885
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dc.contributor.authorSmedley, S-
dc.contributor.authorHoskins, K-
dc.date.accessioned2018-09-17T15:25:47Z-
dc.date.available2018-09-17T15:25:47Z-
dc.date.issued2018-
dc.identifier.citationEarly Child Development and Careen_US
dc.identifier.issn0300-4430-
dc.identifier.urihttps://bura.brunel.ac.uk/handle/2438/16885-
dc.description.abstractThis paper is part of a wider research project, exploring the possibilities to protect and extend Froebelian principles in practice and analyses interview data from thirty-three early years practitioners to investigate their understanding and en-actment of learning through play in relation to the theories of Friedrich Froebel (1782-1852). Analysis of the data sheds light on the practitioners’ professional priorities, referencing the centrality of play, respect for children’s ideas, and risk and safety. Even though many of the practitioners’ principles resonate with Froebel’s ideas, the majority of the practitioners do not theorise their practice as Froebelian, neither do they perceive theory and practice as interrelated. This pa-per argues for policy-driven early years’ training with a focus on Froebel’s theo-ries, to create confident practitioners and advocates, who appreciate the origins of their practice and can provide rich learning experiences.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.subjectFroebelen_US
dc.subjectearly years practitionersen_US
dc.subjectplayen_US
dc.subjecttheoryen_US
dc.subjectearly years education and trainingen_US
dc.subjectyoung childrenen_US
dc.titleFinding a place for Froebel’s theories: early years practitioners’ understanding and enactment of learning through playen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1080/03004430.2018.1525706-
dc.relation.isPartOfEarly Child Development and Care-
pubs.publication-statusAccepted-
Appears in Collections:Dept of Education Embargoed Research Papers

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