Emerging and Future Contexts, Perspectives, and Meanings of Play

Bergen, Doris; Fromberg, Doris Pronin

doi:10.4324/9781003249702-80

Cited by 4 publications

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“…Gran parte de la investigación ha teorizado el juego desde un enfoque evolucionista (e.g., Bruce, 2005; Kennedy & Barblett, 2010; Moyles, 2005; Roopnarine, 2011; Wood & Attfield, 2005) que pone de relieve la forma natural del juego y lo define en función de las fases del desarrollo (e.g., Fromberg & Bergen, 2006). Este enfoque ilustra el modo en que el juego hace uso de las habilidades y capacidades desarrolladas en la primera infancia y unifica todo lo que el niño ha aprendido, experimentado y comprendido (Bruce, 2005).…”

Section: La Recreación Infantil En El Juego: Un Estudio Histórico-cul...unclassified

“…Many of the research has theorized play from a developmental point of view (e.g., Bruce, 2005; Kennedy & Barblett, 2010; Moyles, 2005; Roopnarine, 2011; Wood & Attfield, 2005) that highlights a natural way of play and defines play in relation to stages of development (e.g., Fromberg & Bergen, 2006). This illustrates how play draws upon developed skills or abilities in early years and then brings together what children have already learned, experienced and understood (Bruce, 2005).…”

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‘Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness (La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto ‘perezhivanie’ como unidad de conciencia)

Hao

2023

Culture and Education

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Theoretically and methodologically guided by the concept of perezhivanie as a unit of human consciousness, this study explores the changes of a child's consciousness on something, with a focus on instances of repetitiveness found during everyday family play. Two families from mainland China with three-year-old children participated in this study. A total of 56 hours and 40 minutes of visual data were collected through digital video observations and parent interviews. Findings from one family were reported here to better analyse the differences in a child's perezhivanie when he kept doing the same play. The child's re-living in play indicated the changes in his dramatic imaginative actions (defined as a child's perezhivanie and methodologically, which means the unit of the child's consciousness in play) wherein how the child continually reorganized his imaginary formations could be refracted. We argue that the changes of a child's perezhivanie around the same event are meaningful as foregrounding to better understand their refraction process. This contributes to further conceptualization and theorization of children's development of consciousness. RESUMENBajo un enfoque teórico y metodológico guiado por el concepto de perezhivanie como unidad de la conciencia humana, este estudio explora los cambios que experimenta la conciencia infantil sobre un objeto o evento, centrándonos en ejemplos de repetitividad observados durante el juego familiar cotidiano. En el estudio participaron dos familias de China continental con hijos de tres años. Se recabaron datos visuales durante un total de 56 horas y 40 minutos de grabaciones en vídeo y entrevistas parentales. En este artículo se detallan los resultados obtenidos de una de las familias para un mejor análisis de las diferencias en la perezhivanie del niño durante sus iteraciones en el juego. La recreación infantil durante el juego era indicativa de cambios en sus acciones ARTICLE HISTORY

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Section: La Recreación Infantil En El Juego: Un Estudio Histórico-cul...unclassified

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confidence: 99%

‘Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness (La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto ‘perezhivanie’ como unidad de conciencia)

Hao

2023

Culture and Education

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“…Less frequently, differences in children’s pretend play have been used as an outcome in themselves. Some researchers [ 2 , 3 ] have suggested that pretend play should not only be considered as a phenomenon that affects other (more valued) developmental domains but studied in its own value. In the current study, we investigate the significance of parental mentalizing capacity for 4-year-old children’s pretend play.…”

Section: Introductionmentioning

confidence: 99%

The significance of parental mentalizing for four-year-old children’s solitary pretend play

Smith-Nielsen,

Stuart,

Wendelboe

et al. 2024

PLoS ONE

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Background Pretend play is a signature behavior of early childhood and is considered to reflect the child’s emerging symbolic function, enabling the interpretation of social signals, language development, and emotion understanding. While theory links parental mentalizing with children’s pretend play, only a few studies have investigated this association. These studies are limited to infancy and early toddlerhood, and child pretend play is assessed during play with an adult (social play). Based on the assumption that child solitary pretend play reflects the child’s ‘baseline’ pretend play ability, in this study, we investigated children’s pretend play at its peak, i.e., during the preschool age, without the facilitation of another player. The overall objective was to investigate if parental mentalizing increases pretend play complexity in children. Methods The sample consisted 99 Danish mothers and their 4-year-old children. Employing a cross-sectional design, we hypothesized that parental mental state language, as an indicator of ‘online’ mentalizing during interaction with the child, is a mechanism through which ‘offline’ mentalizing, measured as parental reflective functioning, is associated with child solitary pretend play. Child pretend play complexity was observed and coded with an adapted version of the 12-Step Play Scale. Maternal offline mentalizing was assessed with the Parental Reflective Functioning Questionnaire, and maternal online mentalizing was assessed by coding the mothers’ mental state language during interaction with the child using a modified version of the mind-mindedness coding scheme. Results While there was no direct effect of maternal offline reflective functioning on child pretend play, online mental state language mediated the link between offline maternal reflective functioning and child pretend play. Conclusions These results provide support for the theoretically assumed link between parental mentalizing and children’s capacity for pretend play. Furthermore, our study contributes to the literature on parental mentalization, suggesting that parental mentalizing facilitates child development only if the parent can translate this ability into ’mentalizing in action’.

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“…Toys have "meaning that is always entirely socialized, constituted by the myths or techniques of modern adult life" (Barthes, 1972:53). Psychological research of children's games shows that the content, material and technology of objects the children use, are influenced by the community's values, (Klemenović, 2014) by cultural attitudes to childhood and to play (Whitebread, Basilio, Kuvalja & Verma, 2012), as well as by developments in technology and in the economy (Bergen & Fromberg, 2006); play activities articulate the ideologies and social discourses a society accepts for various concepts, as the concept of childhood.…”

Section: Introductionmentioning

confidence: 99%

Children’s Conceptualization of Childhood in Relation to Play Activities

Fakidou

Μάγος

2022

EJES

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Children’s play articulates the social ideologies and discourses of childhood and play. This study combined espousals from childhood studies, and play theories to analyze children’s conceptualization of childhood play, and trace social influences of their conceptions. The research consisting of 112 fifth-grade students who live in an urban environment indicated that their conceptualization of childhood referred to many types of play. In contrast to the discourse of the competent child, they almost exclusively appropriated the romantic discourse of the innocent child who plays outdoors with other children or alone, unsupervised by adults, far from institutionalized learning, intellectual games, urban activities, and new technology toys. Their conceptualizations reflected gender stereotypes of play and the influence of a competitive social structure. Article visualizations:<img src="/-counters-/edu_01/0476/a.php" alt="Hit counter" />

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Emerging and Future Contexts, Perspectives, and Meanings of Play

Cited by 4 publications

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The significance of parental mentalizing for four-year-old children’s solitary pretend play

Children’s Conceptualization of Childhood in Relation to Play Activities

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