A collection of nineteen plays to be performed for young audiences or by child actors.

Theatre was made for children. With their fertile imaginations and their honest ability to be carried away by a story, they are the best audiences that directors, actors, and playwrights could ever hope to encounter. They also represent the future of the arts. Theatre for Children is a collection of new and classic plays for children. Adapted from some of the most beloved stories in children's literature, such as Roald Dahl's The Witches, The Great Gilly Hopkins, and Dr. Seuss' How the Grinch Stole Christmas, as well as original plays, this anthology brings together new and overlooked plays that children are sure to love. Theatre for Children is an invaluable resource for directors, teachers, and students of theatre. Foreword Country Mouse and the Missing Lunch Mystery by Sandra Fenichel Asher Ernie's Incredible Illucinations by Alan Ayckbourn Two Donuts by Jose Cruz González Dr. Seuss' How the Grinch Stole Christmas by Timothy Mason and Mel Marvin A Laura Ingalls Wilder Christmas by Laurie Brooks Braille: The Early Life of Louis Braille by Lola H. and Coleman A. Jennings Bless Cricket, Crest Toothpaste, and Tommy Tune by Linda Daugherty The Great Gilly Hopkins by David Paterson and Steve Liebman The Witches by David Wood Mississippi Pinocchio by Mary Surface and David Maddox The Wolf and Its Shadows by Sandra Fenichel Asher Ezigbo, The Spirit Child by Max Bush and Adaora Nzelibe Schmiedl Inuk and the Sun by Henry Beissel A Village Fable by James Still The Witch of Blackbird Pond by Y York

Twenty-six one act, royalty-free plays, including some for holidays and special occasions.

This book explores the history of children’s play and play environments, informing where we are today and why we need to re-establish play as a priority. Ultimately, the author proposes active solutions to the current state of play deprivation.

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada

Twenty-six one act, royalty-free plays, including some for holidays and special occasions.