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Child's Play Re-envisaged through Virtual Reality : Introducing the Immersive Research Methodology.
・ISBN 978-90-04-73580-4 hard EUR 67.00
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電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-90-04-73581-1
| 著者・編者 | Novak, Rene, |
|---|---|
| シリーズ | Visual Pedagogies, Methodologies, and Educational Research |
| 出版社 | (Brill, NE) |
| 出版年月 | 2025.07 |
| ページ数 | 184 pp. |
| 言語 | ENG |
| ニュース番号 | ＜744-1254＞ |
解説
In this book, Dr Rene Novak reveals new ways of understanding children's play by liberating it from the constraints of standardised educational agendas. Drawing on Heidegger's concepts of Enframing and poiesis, and phenomenological inquiry, this innovative study explores how immersive virtual reality (VR) videos can serve as metaphysical laboratories. Through vivid, embodied experiences, early childhood educators cross the cybernetic looking glass to become one with play and discover transformative insights for holistic child development.
Dr Rene Novak investigates the potential of immersive pedagogy by merging visual pedagogy with embodiment theory to highlight the critical role of teacher presence in educational phenomena. Educators become "invisible observers," stepping inside the flow of play while relinquishing preconceived enframed discourses and misconceptions. The result is a reshaping of pedagogy and policy, steering away from prescriptive goals toward play as a self-actualising educational experience.
By reconceptualising how free play unfolds, this book challenges educators, policymakers, and parents to embrace the true essence of play in early learning. This book is an essential resource for anyone seeking to understand how to foster creativity, social-emotional growth, and deeper engagement in a play-based curriculum.
Dr Rene Novak investigates the potential of immersive pedagogy by merging visual pedagogy with embodiment theory to highlight the critical role of teacher presence in educational phenomena. Educators become "invisible observers," stepping inside the flow of play while relinquishing preconceived enframed discourses and misconceptions. The result is a reshaping of pedagogy and policy, steering away from prescriptive goals toward play as a self-actualising educational experience.
By reconceptualising how free play unfolds, this book challenges educators, policymakers, and parents to embrace the true essence of play in early learning. This book is an essential resource for anyone seeking to understand how to foster creativity, social-emotional growth, and deeper engagement in a play-based curriculum.