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Vivian Gussin Paley, Author University of Chicago Press $17 (104p) ISBN 978-0-226-64503-2

More By and About This Author

Looking deeply into the ""why"" and ""how come"" of children at play, author and long-time preschool/kindergarten teacher Paley (A Child's Work) presents a series of contemplative conversations (with the reader, fellow educators and herself) that use her work with spontaneous and guided theatrical play to demonstrate the value of narrative to education, intellectual development, and mental well-being. While searching for deeper meaning in the business of child's play, Paley has developed a process for theatrically staging students' own stories, and ""finding the metaphor in the moment"" in order to guide play toward satisfying closure; chronicling her classroom visits to share her process with other educators, her methods prove highly illustrative. Paley explains how people-and not just children-play in order to find characters who represent them, place emotional events in recognizable context, demonstrate their own usefulness, and create common memories for later discussion. Paley also cites interesting literary references throughout, and includes illuminating correspondence between educators. Parents and teachers alike will gain insight from Paley's contemplative, creative approach to play.

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Nonfiction Book Review: The Boy on the Beach: Building Community Through Play by Vivian Gussin Paley, Author University of Chicago Press $17 (104p) ISBN 978-0-226-64503-2

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Vivian Gussin Paley, Author University of Chicago Press $17 (104p) ISBN 978-0-226-64503-2 More By and About This Author Looking deeply into the ""why"" and ""how come"" of children at play, author and long-time preschool/kindergarten teacher Paley (A Child's Work) presents a series of contemplative conversations (with the reader, fellow educators and herself) that use her work with spontaneous and guided theatrical play to demonstrate the value of narrative to education, intellectual development, and mental well-being.

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2: This book was a hard read to get into. We didn't feel that it was interesting enough. It was more about explaining how to story-tell versus the experience doing it.

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2: This book was a hard read to get into. We didn't feel that it was interesting enough. It was more about explaining how to story-tell versus the experience doing it.

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Confusing in the way its written.

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The Hurricane Katrina story on pg. 22 and the Lone Wolf story. These stories were our favorite because we could the see the children were engaged in their play. We felt like there was a lot of detail for us to feel like we were involved too.

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Keep the story going, include all children in dramatic play events, make the human connections while at the same time incorporate language that the children use. Help them understand using certain terminology 

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Keep the story going, include all children in dramatic play events, make the human connections while at the same time incorporate language that the children use. Help them understand using certain terminology 

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We like the story about the baby pool.  The little girl Marianne felt very protective over the baby doll.  She wasn't want her baby to drown.  They are creating the story together. This continued into the classroom. 

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We like the story about the baby pool.  The little girl Marianne felt very protective over the baby doll.  She wasn't want her baby to drown.  They are creating the story together. This continued into the classroom. 

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The more language we give children the better children become at telling g their own stories and understanding the stories of others. 

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The more language we give children the better children become at telling g their own stories and understanding the stories of others. 

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Goal 2

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Book Chapter

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Use stories to demonstrate their understanding of what is unfair. Again, appropriate language to describe it.

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Goal 4 - Use stories to practice being kind and standing up for themselves and others 

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Goal 4 - Use stories to practice being kind and standing up for themselves and others 