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003			BD-DhBPA
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008			200206s2021 nyua b 001 0 eng
010			_a 2020006197
020			_a9780367086367 _q(hbk)
020			_a9780367086374 _q(pbk)
020			_z9780429023477 _q(ebk)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aBF353.5.N37 _bP53 2020
082	0	0	_a155.9 _223 _bPLA 2021
245	0	0	_aPlace, pedagogy and play : _bparticipation, design and research with children / _cedited by Matluba Khan, Simon Bell and Jenny Wood.
264		1	_aNew York : _bRoutledge, _c2021
300			_axiii, 234 pages : _billustrations (black and white, and colour) ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	2		_aManufactured play equipment or loose parts? : examining the relationship between play materials and young children's creative play / Reyhaneh Mozaffar, Napier University -- Becoming naturish: ways of coming to know nature in the primary school / Cathy Francis, University of Aberdeen -- A view from China : reflecting on the participation of children and young people in urban planning / Yupeng Ren, Yantai University.
520			_a"Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning. Over the course of thirteen chapters it examines how design and research of places can be looked into from multiple lenses, that of pedagogy and play and how children, as competent social agents, are engaged in the process of designing their own spaces, and brings a global perspective to the debate around child friendly environments. Despite growing evidence of the benefits of nature for health, well-being, play and learning, children are increasingly spending more time indoors. Indeed, new policy ideas and public campaigns suggest how children can become better-connected with nature, yet linking outdoor space to pedagogy is largely overlooked in research. By focusing on three themes within these debates, place and play; place and pedagogy; and place and participation, this book explores a variety of angles to show that best practice requires dialogue between research disciplines, designers, educationists and psychologists, and a move beyond seeing the spaces children inhabit as the domain only of childhood professionals. Through illustrated case studies it presents a wider picture of the state of childhood today, and offers practical solutions and further research avenues that promote a more holistic and internationally focused perspective on place, pedagogy and play for built environment professionals"-- _cProvided by publisher.
650		0	_aChildren and the environment.
650		0	_aPlay environments.
650		0	_aPlace-based education.
700	1		_aKhan, Matluba, _eeditor.
700	1		_aBell, Simon, _d1957 May 24- _eeditor.
700	1		_aWood, Jenny, _d1991- _eeditor.
711	2		_aResearching With and For Children: Place, Pedagogy and Play (Conference) _d(2017 : _cUniversity of Edinburgh)
776	0	8	_iOnline version: _tPlace, pedagogy and play _dNew York : Routledge, 2020 _z9780429023477 _w(DLC) 2020006198
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK
999			_c54127 _d54127