The Educative Significance of Child Play: Pedotherapeutic Implications
Translation (1996) of: Die Opvoedingsbetekenis van kinderspel. Durban: Butterworths, 1974.
TABLE OF CONTENTS
CHILD PLAY: ANTHROPOLOGICAL PERSPECTIVE
1.1 Child play: anthropological perspective
1.2 What happens when a child plays?
1.3 What is meant by play?
1.4 A philosophical understanding of play
1.5 A provisional evaluation of the world of play
1.6 The spatiality of play
1.7 The temporality of play
1.8 The existential value of the phenomenon of play
1.9 Play as "boundary phenomenon" of life
CHILD PLAY: FUNDAMENTAL PEDAGOGIC PERSPECTIVE
2.1 Introduction: child play and fundamental pedagogic essentials
2.2 Essences of child play as preconditions for actualizing fundamental pedagogic essences
2.3 Fundamental pedagogic essences as preconditions for actualizing child play as an event of educating
2.4 Concluding remark
CHILD PLAY: PSYCHOPEDAGOGIC PERSPECTIVE
3.5 Becoming: lived-experience as becoming
3.6 Experiential world
CHILD PLAY: A PEDOTHERAPEUTIC PERSPECTIVE
4.2 Essences of the world of the child with deficiencies
4.3 The play of the child with deficient education
4.4 What is meant by pedotherapy?
4.5 The essentials of pedotherapy
CHILD PLAY: A PRACTICAL PERSPECTIVE
5.2 Play therapy
5.3 The role of the pedotherapist
5.4 Different modes of play
5.5 An example of an orthopedagogic investigation of and assistance to a twelve year old girl by means of play