The Amorphous Pretend Play Curriculum: Theorizing Embodied Synthetic Multicultural Props

Abstract

Early childhood education is a visual field. Much of our work begins with observing and documenting children's talk and actions. The knowledge gleaned from looking is then used to plan curriculum, much of which involves the creation of materials-rich environments to engage children's learning. Yet, quite often we do not question what we see. This chapter uses visual cultural theory to examine the multicultural props used in dramatic play with young children. By examining these images for what is both seen and not seen, I illustrate how these props create a specific discourse in early childhood education.

Citation

Johnson, R. (2005), "The Amorphous Pretend Play Curriculum: Theorizing Embodied Synthetic Multicultural Props", Ryan, S. and Grieshaber, S. (Ed.) Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education and Day Care, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 93-108. https://doi.org/10.1016/S0270-4021(05)14005-1