First published in 1981, this work is based on the author’s research in the playgrounds of two Oxford schools. It describes the order amongst the apparent chaos by relating the playtime activities – the games, rhymes and taunts of five-to-ten-year-olds in first and middle schools – to children’s goals, problems and solutions. It shows how children learn and display in the playground a remarkably complex set of social skills and the study clearly demonstrates the importance of playtime for preparing a child to cope in the adult world.
General Editor’s Preface; Acknowledgements; 1. ‘What do you think playtime is for?’ 2. ‘Hey Mister, can I be in your book?’ 3. ‘Eeny, meany, macka, racka…’ 4. ‘Bagsee no bagsee’ 5. ‘Whose game is it, can I play?’ 6. ‘I’m your friend, let me have some’ 7. ‘Neill’s the boss of the playground 8. ‘That’s how we learn’; Notes; Bibliography; Appendix
This set of 62 volumes, originally published between 1959 and 2005, amalgamates a wide breadth on the sociology of education, with a particular focus on culture, class and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of sociology, education and those undertaking teaching qualifications.