Erken çocukluk eğitimi ortamlarında açık uçlu materyallerin kullanımı

Aksoy, A. B. & Çiftçi, H. D. (2019). Erken çocukluk döneminde oyun. Pegem Akademi.

Almon, J. (Ed.). (2017). Playing it up: With loose parts, playpods, and adventure playgrounds. Alliance for Childhood.

Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care,186(7), 1173-1184.

Armitage, M. (2009). Play pods in schools: An independent evaluation (2006–2009). Playpeople.

Aşkar, N. (2023). Açık uçlu materyaller ile çocukların oyun davranışlarında ve yürütücü işlev becerilerinde ortaya çıkan değişimin incelenmesi [Yayınlanmamış doktora tezi]. Hacettepe Üniversitesi.

Aşkar, N., & Durmuşoğlu, M. C. (2023). Meaning of play with loose parts materials in preschool education: A case study. Journal of Qualitative Research in Education, (33). https://doi.org/10.14689/enad.33.1645

Ball, P. S. (2013). Enhancing language experiences through storytelling and the story basket. Montessori Life, 25(2), 26.

Barbour, A. C. (1999). The impact of playground design on the play behaviors of children with differing levels of physical competence. Early Childhood Research Quarterly, 14(1), 75-98.

Bergen, D. (2008). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1). Retrieved from http://ecrp. uiuc.edu/v4nl/bergen.html

Bohling, V., Saarela, C., & Miller, D. (2010). This never would have happened indoors: Supporting preschool-age children’s learning in a Nature Explore classroom in Minnesota. Dimensions Educational Research Foundation: Lincoln, Nebraska.

Brown, S. L. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Penguin.

Bundy, A. C., Luckett, T., Naughton, G. A., Tranter, P. J., Wyver, S. R., Ragen, J., Singleton, E., & Spies, G. (2008). Playful interaction: Occupa-tional therapy for all children on the school playground. The American Journal of Occupational Therapy, 62(5), 522–527.

Casey, T. & Robertson, J. (2017). Resources for playing – providing loose parts to support children’s play a toolkit. https://www.playaustralia.org.au/sites/default/files/LibraryDownloads/loose-parts-toolkit.pdf

Costall, A., & Dreier, O. (2006). Doing things with things: The design and use of everyday objects. Ashgate Publishing Limited.

Curtis, D., & Carter, M. (2005). Rethinking early childhood environments to enhance learning. YC Young Children, 60(3), 34-38.

Curtis, D., & Carter, M. (2005). Rethinking early childhood environments to enhance learning. YC Young Children, 60(3), 34-38.

Daly, L. & Beloglovsky, M. (2015). Loose parts: Inspiring play in young children, Redleaf Press.

Drew, W. F., Christie, J., Johnson, J. E., Meckley, A. M., & Nell, M. L. (2008). Constructive play. Young Children, 63(4), 4.

Engelen L., Wyver S. & Perry G. (2018) Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18, 86–95. http://dx.doi.org/10.1080/14729679.2017.1347048

England, L. (2019). Looking for Learning: Loose Parts. Bloomsbury Publishing.

Gibson, J, J. (1979) The ecological approach to visual perception. Houghton Mifflin. http://tinyurl.com/GibsonJJ

Gibson, J. L., Cornell, M., & Gill, T. (2017). A systematic review of researchinto the impact of loose parts play on children's cognitive, social andemotional development. School Mental Health, 9(4), 295–309.

Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of loose parts in early childhood outdoor classrooms: A scoping review. International Journal of Early Childhood Environmental Education, 6(3), 37-52.

Gull, C., Levenson Goldstein, S., & Rosengarten, T. (2021). Loose parts learning in K-3 classrooms. Gryphon House.

Heravi, B. M., Gibson, J. L., Hailes, S., & Skuse, D. (2018). Playground socialinteraction analysis using bespoke wearable sensors for tracking andmotion capture. InMOCO 18’, Proceedings of the 5th international con-ference on movement and computing (Vol. 21, pp. 1–8). ACM Digital Library.

Hewes, J. (2006). Let the children play: Nature’s answer to early learning. Early Childhood Learning Knowledge Centre.

Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein never used flashcards: How our children really learn and why they need to play more and memorize less. Rodale Press.

Hobson, T. (2020, November 19). Integrating loose parts play in a preschool program. Edutopia. Retrieved from: https://www.edutopia.org/article/integrating-loose-parts-play-preschoolprogram?utm_content=linkpos5&utm_campaign=weekly-2020-11-18&utm_source=edu-legac y&utm_medium=email

Houser, N.E., Roach, L., Stone, M.R., Turner, J. & Kirk, S.F.L. (2016). Let the children play: Scoping review on the implementation and use of loose parts for promoting physical activity participation. AIMS Public Health, 3(4), 781–799. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5690405/

Kable, J. & Robertson, J. (2010). The Theory of Loose Parts. Creative Star Learning Company. http://hfweb.co.uk/cpnl/wp-content/uploads/2011/04/Loose_parts1.pdf

Kernan, M. (2007). Play as a context for early learning and development: A research paper. https://iasc.hiberniacollege.com/bitstream/handle/20.500.13012/107/Aistear%20Play_paper_MKernan_2007.pdf?sequence=1

Kiewra, C., Veselock, E. (2016). Supporting preschoolers' creativity in natural outdoor classroom. International Journal of Early Childhood Environmental Education, 4(1), 70.

Kuh, L. P., Ponte, I., & Chau, C. (2013). The impact of a natural playscapeinstallation on young children's play behaviors. Children, Youth and Environments, 23(2), 49–77.

Mahony, L., Hyndman, B., Nutton, G., Smith, S., & te Ava, A. (2017). Mon-key bars, noodles and hay bales: A comparative analysis of social inter-action in two school ground contexts. Int J Play, 6(2), 166–176.

Montessori, M. (1915). My system of education. The House of Childhood, Inc.

Mozaffar, R. (2017). Creativity for children: Assessing children’s creativity in play and design recommendations for educational outdoor environments to enhance children’s creativity [Doctoral dissertation]. The University of Edinburg, UK.

Neill, J. (2018). Loose parts play creating opportunities for outdoor education and sustainability in early childhood. T. Gray; P. Mitten (Eds.). Palgrave studies in gender and education (pp. 623-635). Palgrave Macmillan.

Nicholson, S. (1971). How not to cheat children, the theory of loose parts, Landscape Architecture, 62, 30-34.

Onur, B. & Güney, N. (2004). Türkiye’de çocuk oyunları. A. Ü. Çocuk Kültürü Araştırma ve Uygulama Merkezi.

Oxfordshire Play Association. (2014). Using loose parts for play. http://www.oxonplay.org.uk/?page_id=891

Piaget, J. (1953). The origins of intelligence in the child (2nd ed.). Routledge.

Piaget, J. (1959). The language and thought of the child. Routledge.

Piaget, J. (1970). Science of education and the psychology of the child. Longman.

Provenzo, E. F. (2009). Friedrich Froebel’s gifts connecting the spiritual and aesthetic to the real world of play and learning. American Journal of Play, 85-99.

Roche, L. (2018). The power of choice for toddlers: A rationale for implementing choice theory in the early childhood classroom. International Journal of Choice Theory and Reality Therapy, 38, 50-55.

Shaw, L. G. (1984). The use of toys and other loose parts on playgrounds for disabled children. Children's Environments Quarterly, 1(2), 17-22.

Smith, P. K. (2003). Play and peer relations. In A. Slater & G. Bremner (Eds.), An introduction to developmental psychology (pp. 311–333). Blackwell Publishing.

Smith-Gilman, S. (2018). The arts, loose parts and conversations. Journal of the Canadian Association for Curriculum Studies (JCACS), 16(1), 90-103.

Stanley, E. (2011). The place of outdoor play in a school community: A case study of recess values. Children, Youth and Environments, 21(1), 185-211.

Sutton, M. J. (2011). In the hand and mind: The intersection of loose parts and imagination in evocative settings for young children. Children, Youth and Environments, 21(2), 408-424.

Tarr, P. (2008). New visions: Art for early childhood a response to art: Essential for early learning a position paper by the Early Childhood Art Educators Issues Group (ECAE). Art Education, 61(4), 19-24.

Tegano, D. W., Lookabaugh, S., May, G. E., & Burdette, M. P. (1991). Constructive play and problem solving: The role of structure and time in the classroom. Early Child Development and Care, 68(1), 27-35.

Trawick-Smith, J. (2015). Teacher-child play interactions to achieve learning outcomes: Risks and opportunities. In: R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 259–277). Guilford Press.

Wood, L., & Bennett, N. (1997). The rhetoric and reality of play: Teachers’ thinking and classroom practice. Early Years, 17(2), 22-27.

Veselack, E., Miller, D., & Cain-Chang, L. (2015). Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation.

Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard.