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Author: Ursula Verena Schwartz Publisher: John Benjamins Publishing ISBN: 9027250243 Category : Language Arts & Disciplines Languages : en Pages : 158
Book Description
Pretend play in early childhood arises in the context of social interaction and, as such, constitutes a form of discourse indigenous to the child's world. The present study is a first detailed investigation of thematic-ideational structure in young children's dyadic pretend play with special emphasis on major generative strategies involved in the realization of coherent play action sequences. Play was conceptualized as a story in a dramatic mode where two actors jointly generate or attempt to generate ideationally coherent action sequences or play plots resulting in a complex, ever-evolving thematic structure at a number of levels of analysis. Methodological problems of analysis resulted in the creation of an analytic procedure -- Master Text -- that simultaneously addresses structural and processual features of play and is able to deal with lengthy play segments. The results characterize playing as a form of discourse which proceeds according to patterned regularities at the level of Thematic Core Structures and associated schemata which underly the plot surface. The realization of such structurizations comes about during the play process in a complex interplay with features of the setting and requires establishing and modifying a shared knowledge base. These findings are discussed in light of their significance for childhood socialization.
Author: Ursula Verena Schwartz Publisher: John Benjamins Publishing ISBN: 9027250243 Category : Language Arts & Disciplines Languages : en Pages : 158
Book Description
Pretend play in early childhood arises in the context of social interaction and, as such, constitutes a form of discourse indigenous to the child's world. The present study is a first detailed investigation of thematic-ideational structure in young children's dyadic pretend play with special emphasis on major generative strategies involved in the realization of coherent play action sequences. Play was conceptualized as a story in a dramatic mode where two actors jointly generate or attempt to generate ideationally coherent action sequences or play plots resulting in a complex, ever-evolving thematic structure at a number of levels of analysis. Methodological problems of analysis resulted in the creation of an analytic procedure -- Master Text -- that simultaneously addresses structural and processual features of play and is able to deal with lengthy play segments. The results characterize playing as a form of discourse which proceeds according to patterned regularities at the level of Thematic Core Structures and associated schemata which underly the plot surface. The realization of such structurizations comes about during the play process in a complex interplay with features of the setting and requires establishing and modifying a shared knowledge base. These findings are discussed in light of their significance for childhood socialization.
Author: Silvia Salcuni Publisher: Frontiers Media SA ISBN: 288945259X Category : Languages : en Pages : 152
Book Description
Play is a ubiquitous and universal aspect of early childhood. Although it may take different forms throughout development and across cultures, decades of research have found play to be related to important, positive outcomes. Play provides children with valuable cognitive, emotional, and interpersonal learning opportunities. It can act as a mode of communication for young children and allows them to practice ways of managing complex interpersonal interactions. Specific aspects of play, such as children’s creativity in pretend play, have been associated with resilience and coping. The significance of play in childhood has led to its frequent use in the assessment of child development and in the implementation of child and parent-child psychological and educational interventions. Historically, however, the validity and efficacy of these interventions have not been rigorously evaluated. Further, few assessment and intervention models have included parents, teachers, and other key caregivers, but have focused only on the child. This Research Topic will bring together the most current literature on the use of play in child assessment and intervention.
Author: Shlomo Ariel Publisher: Bloomsbury Publishing USA ISBN: 031301261X Category : Psychology Languages : en Pages : 224
Book Description
In this visit to the wonderland of children's imaginative, make-believe play, readers are be exposed to both a general, bird's-eye view of the whole of this fascinating realm, and to a closer look at its diverse regions. This volume examines the borderlines between make-believe play and akin phenomena such as dreams, drama, and rituals. Readers will become acquainted with the secret codes of make-believe play. These codes are activated in both covert and overt power struggles among children as well as in the child's internal theater of emotions. Readers will have the opportunity to examine these uses by looking at real-life sociodramatic play scenes. Also, the development of make-believe play and its interface with the child's general cognitive and socioemotional development is traced. This volume enables readers to consider children of various cultures at play, and investigates whether make-believe play and its characteristics are universal or culture-specific. Make-believe play has been investigated across fields including cognitive, clinical, developmental, and social psychology, as well as linguistics, anthropology, and sociology. In this book, a comprehensive, integrative model is proposed, in which all of these approaches are synthesized into a single, coherent whole. The unifying hypothesis behind this synthesis is that make-believe play is a semiotic system, a body of signs and symbols, a language by means of which children express themselves and communicate. This language enables children to regulate and balance both their inner emotional life and their social life. Another central hypothesis is therefore that make-believe play functions as an homeostatic feedback mechanism for controlling the level of arousal around the child's central concerns, as well as the level of interpersonal conflict around issues of social proximity and power. Therapeutic and education applications of make-believe play are derived from these hypotheses and their ramifications.
Author: Marjorie Taylor Publisher: Oxford University Press ISBN: 0199909199 Category : Psychology Languages : en Pages : 608
Book Description
Children are widely celebrated for their imaginations, but developmental research on this topic has often been fragmented or narrowly focused on fantasy. However, there is growing appreciation for the role that imagination plays in cognitive and emotional development, as well as its link with children's understanding of the real world. With their imaginations, children mentally transcend time, place, and/or circumstance to think about what might have been, plan and anticipate the future, create fictional relationships and worlds, and consider alternatives to the actual experiences of their lives. The Oxford Handbook of the Development of Imagination provides a comprehensive overview of this broad new perspective by bringing together leading researchers whose findings are moving the study of imagination from the margins of mainstream psychology to a central role in current efforts to understand human thought. The topics covered include fantasy-reality distinctions, pretend play, magical thinking, narrative, anthropomorphism, counterfactual reasoning, mental time travel, creativity, paracosms, imaginary companions, imagination in non-human animals, the evolution of imagination, autism, dissociation, and the capacity to derive real life resilience from imaginative experiences. Many of the chapters include discussions of the educational, clinical, and legal implications of the research findings and special attention is given to suggestions for future research.
Author: Robert W. Mitchell Publisher: Cambridge University Press ISBN: 1139439448 Category : Science Languages : en Pages : 390
Book Description
It is well known that children's activities are full of pretending and imagination, but it is less appreciated that animals can also show similar activities. Originally published in 2002, this book focuses on comparing and contrasting children's and animals' pretenses and imaginative activities. In the text, overviews of research present conflicting interpretations of children's understanding of the psychology of pretense, and describe sociocultural factors which influence children's pretenses. Studies of nonhuman primates provide examples of their pretenses and other simulative activities, explore their representational and imaginative capacities and compare their skills with children. Although the psychological requirements for pretending are controversial, evidence presented in this volume suggests that great apes and even monkeys may share capacities for imagination with children, and that children's early pretenses may be less psychological than they appear.
Author: Thomas G. Power Publisher: Psychology Press ISBN: 1135690561 Category : Psychology Languages : en Pages : 574
Book Description
Play is a paradox. Why would the young of so many species--the very animals at greatest risk for injury and predation--devote so much time and energy to an activity that by definition has no immediate purpose? This question has long puzzled students of animal behavior, and has been the focus of considerable empirical investigation and debate. In this first comprehensive and state-of-the-art review of what we have learned from decades of research on exploration and play in children and animals, Power examines the paradox from all angles. Covering solitary activity as well as play with peers, siblings, and parents, he considers the nature, development, and functions of play, as well as the gender differences in early play patterns. A major purpose is to explore the relevance of the animal literature for understanding human behavior. The nature and amount of children's play varies significantly across cultures, so the author makes cross-cultural comparisons wherever possible. The scope is broad and the range multidisciplinary. He draws on studies by developmental researchers in psychology and other fields, ethologists, anthropologists, sociologists, sociolinguists, early childhood educators, and pediatricians. And he places research on play in the context of research on such related phenomena as prosocial behavior and aggression. Finally, Power points out directions for further inquiry and implications for those who work with young children and their parents. Researchers and students will find Play and Exploration in Children and Animals an invaluable summary of controversies, methods, and findings; practitioners and educators will find it an invaluable compendium of information relevant to their efforts to enrich play experiences.
Author: Publisher: Elsevier ISBN: 0128165111 Category : Psychology Languages : en Pages : 1919
Book Description
Encyclopedia of Infant and Early Childhood Development, Second Edition, provides a comprehensive entry point into the existing literature on child development in the fields of psychology, genetics, neuroscience and sociology. Featuring 171 chapters, across 3 volumes, this work helps readers understand these developmental changes, when they occur, why they occur, how they occur, and the factors that influence development. Although some medical information is included, the emphasis lies mainly in normal growth, primarily from a psychological perspective. Comprehensive and in-depth scholarly articles cover theoretical, applied and basic science topics, providing an interdisciplinary approach. All articles have been completely updated, making this resource ideal for a wide range of readers, including advanced undergraduate and graduate students, researchers and clinicians in developmental psychology, medicine, nursing, social science and early childhood education. Cutting-edge content that cover the period of neonates to age three Organized alphabetically by topic for ease of reference Provides in-depth scholarly articles, covering theoretical, applied and basic science Includes suggested readings at the end of each article
Author: Sandra W. Russ Publisher: Guilford Press ISBN: 1609180488 Category : Psychology Languages : en Pages : 312
Book Description
Going beyond traditional play therapy, this innovative book presents a range of evidence-based assessment and intervention approaches that incorporate play as a key element. It is grounded in the latest knowledge about the importance of play in child development. Leading experts describe effective strategies for addressing a wide variety of clinical concerns, including behavioral difficulties, anxiety, parent–child relationship issues, trauma, and autism. The empirical support for each approach is summarized and clinical techniques are illustrated. The book also discusses school-based prevention programs that utilize play to support children's learning and social-emotional functioning.
Author: Anthony D. Pellegrini Publisher: ISBN: 0195393007 Category : Psychology Languages : en Pages : 393
Book Description
The role of play in human development has long been the subject of controversy. Despite being championed by many of the foremost scholars of the twentieth century, play has been dogged by underrepresentation and marginalization in literature across the scientific disciplines. The Oxford Handbook of the Development of Play marks the first attempt to examine the development of children's play through a rigorous and multidisciplinary approach. Comprising chapters from the foremost scholars in psychology, anthropology, and evolutionary biology, this handbook resets the landscape of developmental science and makes a compelling case for the benefits of play. Edited by respected play researcher Anthony D. Pellegrini, The Oxford Handbook of the Development of Play is both a scientific accomplishment and a shot across the bow for parents, educators, and policymakers regarding the importance of children's play in both development and learning.
Author: Bernard Spodek Publisher: Routledge ISBN: 1135466130 Category : Education Languages : en Pages : 887
Book Description
The Handbook of Research on the Education of Young Children, Second Edition is an essential reference on research in early childhood education not only in the United States but throughout the world. It provides a comprehensive overview of important contemporary issues and the information necessary to make judgments about these issues. The field has changed significantly since the publication of the first edition of this Handbook in 1993, creating a need for an update. The Handbook of Research on the Education of Young Children, Second Edition is thus focused on research conducted over the past decade or so. The volume is organized in four parts: *Early Childhood Education and Child Development. New in this edition: moral development; the development of creativity. *Early Childhood Educational Curriculum. New in this edition: movement or dance education; the education of linguistically and culturally diverse children. *Foundations of Early Childhood Educational Policy. New in this edition: childhood poverty; the education of bilingual children. *Research and Evaluation Strategies for Early Childhood Education. New in this edition: doing historical research in early childhood education; postmodern and feminist orientations. The Handbook of Research on the Education of Young Children, Second Edition makes the expanding knowledge base related to early childhood education readily available and accessible. It is a valuable tool for all who work and study in the field.
Author: Ursula Verena Schwartz
Author: Ursula Verena Schwartz
Author: Silvia Salcuni
Author: Shlomo Ariel
Author: Marjorie Taylor
Author: Robert W. Mitchell
Author: Thomas G. Power
Author: 
Author: Sandra W. Russ
Author: Anthony D. Pellegrini
Author: Bernard Spodek