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Cross-Cultural Psychology of Play and Early Childhood Education

Cross-Cultural Psychology of Play and Early Childhood Education

Asil Ali Özdoğru
Copyright: © 2018 |Pages: 18
ISBN13: 9781522551676|ISBN10: 1522551670|EISBN13: 9781522551683
DOI: 10.4018/978-1-5225-5167-6.ch012
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MLA

Özdoğru, Asil Ali. "Cross-Cultural Psychology of Play and Early Childhood Education." Early Childhood Education From an Intercultural and Bilingual Perspective, edited by Cristina A. Huertas-Abril and María Elena Gómez-Parra, IGI Global, 2018, pp. 184-201. https://doi.org/10.4018/978-1-5225-5167-6.ch012

APA

Özdoğru, A. A. (2018). Cross-Cultural Psychology of Play and Early Childhood Education. In C. Huertas-Abril & M. Gómez-Parra (Eds.), Early Childhood Education From an Intercultural and Bilingual Perspective (pp. 184-201). IGI Global. https://doi.org/10.4018/978-1-5225-5167-6.ch012

Chicago

Özdoğru, Asil Ali. "Cross-Cultural Psychology of Play and Early Childhood Education." In Early Childhood Education From an Intercultural and Bilingual Perspective, edited by Cristina A. Huertas-Abril and María Elena Gómez-Parra, 184-201. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5167-6.ch012

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Abstract

Play is a universal form of human behavior that has been observed across all cultures and constitutes a fundamental role in children's development. This chapter summarizes theory, research, and practice of play in early childhood education from a cross-cultural perspective. Even though there are common qualities of play, there is a great deal of variation within and across cultures. In the multicultural environment of globalizing world, early childhood professionals need to make better use of play from an intercultural perspective. Effective utilization of play in early childhood education needs a thorough understanding of scientific theories and cross-cultural research on play. Quality early childhood education programs incorporate play as a central element in the curriculum with consideration of both individual- and group-level differences. Developmentally and culturally appropriate practice in early childhood education demands the assessment and utilization of individual and cultural characteristics of children in the planning and implementation of play-based interventions.

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