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    Rethinking Play, Diversity and Belonging in Early Childhood Education

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    Author
    ARNDT, S
    Date
    2020-05-18
    Source Title
    Beijing International Review of Education
    Publisher
    Brill
    University of Melbourne Author/s
    Arndt, Sonja
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    ARNDT, S. (2020). Rethinking Play, Diversity and Belonging in Early Childhood Education. Beijing International Review of Education, 2 (2), pp.226-243. https://doi.org/10.1163/25902539-00202006.
    Access Status
    Access this item via the Open Access location
    URI
    http://hdl.handle.net/11343/254258
    DOI
    10.1163/25902539-00202006
    Open Access URL
    http://doi.org/10.1163/25902539-00202006
    Abstract
    <jats:p>We might say that children’s play is the foundation of all learning. Often play is recognized as integral to childhood, but children’s abilities to engage in play are complex and these complexities can be easily overlooked. This paper elevates children’s play as critical for their learning, particularly in support of their sense of belonging. The paper argues for an openness to the complexities of children’s play as a crucial practice of their cultural identity, through a critical conceptualization of some of the nuances and uncertainties of children’s subject formation.</jats:p> <jats:p>Drawing on concerns of cultural difference in early childhood education, Julia Kristeva’s foreigner lens and her theory on the subject in process are used to theorise children’s play as an ongoing process of belonging. Through the notions of the semiotic, abjection, love and revolt, the notion of the subject in process is elaborated to reconceptualize play as also in-process and ongoing. Rethinking play as a vital process within the sometimes difficult, often unpredictable experiences of becoming part of a centre community is elevated as crucial for a sense of belonging in early childhood education.</jats:p>

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