Pretend Play In Childhood

Author: Sandra Walker Russ
Editor: Amer Psychological Assn
ISBN: 9781433815614
File Size: 33,18 MB
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Converging evidence suggests that pretend play in childhood has an important role in providing a foundation for adult creativity. In this book, Russ reviews the theory and research on pretend play and creativity, including cognitive and affective processes involved in play and creativity, possible evolutionary purposes of play, and its cultural variations. She highlights the importance of pretend play in helping children to access emotional memories and fantasies and explains how creative processes in play can be measured using the Affect in Play Scale. Russ describes play interventions designed to encourage creativity in children, using transcripts of sessions from a pilot intervention. Brief case studies of creative adult scientists and artists are also presented, illustrating similarities in play processes and creative processes in adulthood. Given that creativity drives accomplishment in science, engineering, and the arts, the link between pretend play and creativity is important to explore. This thought-provoking book summarizes what we know and points the way toward future research. Book jacket.

Pretend Play As Improvisation

Author: Robert Keith Sawyer
Editor: Psychology Press
ISBN: 0805821198
File Size: 64,37 MB
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Everyday conversations including gossip, boasting, flirting, teasing, and informative discussions are highly creative, improvised interactions. Children's play is also an important, often improvisational activity. One of the most improvisational games among 3- to 5-year-old children is social pretend play--also called fantasy play, sociodramatic play, or role play. Children's imaginations have free reign during pretend play. Conversations in these play episodes are far more improvisational than the average adult conversation. Because pretend play occurs in a dramatized, fantasy world, it is less constrained by social and physical reality. This book adds to our understanding of preschoolers' pretend play by examining it in the context of a theory of improvisational performance genres. This theory, derived from in-depth analyses of the implicit and explicit rules of theatrical improvisation, proves to generalize to pretend play as well. The two genres share several characteristics: * There is no script; they are created in the moment. * There are loose outlines of structure which guide the performance. * They are collective; no one person decides what will happen. Because group improvisational genres are collective and unscripted, improvisational creativity is a collective social process. The pretend play literature states that this improvisational behavior is most prevalent during the same years that many other social and cognitive skills are developing. Children between the ages of 3 and 5 begin to develop representations of their own and others' mental states as well as learn to represent and construct narratives. Freudian psychologists and other personality theorists have identified these years as critical in the development of the personality. The author believes that if we can demonstrate that children's improvisational abilities develop during these years--and that their fantasy improvisations become more complex and creative--it might suggest that these social skills are linked to the child's developing ability to improvise with other creative performers.

Pretend Play Enjoyment Developmental Checklist

Author: Karen Stagnitti
Editor:
ISBN: 9780994464743
File Size: 25,28 MB
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The Pretend Play Enjoyment Developmental Checklist is a criterion referenced assessment for children aged 12 months to 5 years. It assesses a child's pretend play ability, enjoyment of play and self-representation through play. The PPE-DC includes the manual, professional scoring booklet and parent/carer scoring booklet.

Play In Early Childhood

Author: Mary Sheridan
Editor: Routledge
ISBN: 1136837493
File Size: 63,23 MB
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Based on the pioneering work of Mary D. Sheridan, Play in Early Childhood is a classic introductory text to play and development – key topics for all those who work with young children. Updated for a contemporary audience and fully evidence-based, it explains how children’s play develops and how they develop as they play. With over eighty illustrations and observations of play from birth to six years, this new edition presents classical and contemporary literature, making clear links between play and all areas of children’s development. It includes activities to consolidate thinking and suggestions for further reading throughout. Play in Early Childhood considers: the development, value and characteristics of play issues relating to culture, adversity and gender play from recreational, therapeutic and educational perspectives the role of parents/caregivers and professionals in supporting play Suitable for those new to the area or for more experienced workers wanting a quick reference guide, this easy-to-follow book meets the needs of students and professionals from a wide range of health, education and social care backgrounds, including early years professionals, playworkers, children’s nurses, speech and language therapists and social workers.

Children And Play

Author: Peter K. Smith
Editor: John Wiley & Sons
ISBN: 9781444310993
File Size: 77,99 MB
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The role of play in child development is a source of ongoing interest and debate. In this book, renowned expert Peter Smith offers an expansive definition of the term “play”, taking an in-depth look at its impact on children, as well as its adaptive value for birds and mammals, including primates. Using both contemporary and classic research, Smith examines how different age groups and sexes participate in a wide variety of play, including exercise and rough-and- tumble play, fantasy play and imaginary friends, and play with objects. The book gauges the function of play in early childhood education and makes the case for and against recess breaks in school. How play occurs in different societies and among various populations – including children with special needs – is also explored. With its comprehensive coverage of theoretical, historical, cross-cultural, and evolutionary perspectives, Children and Play holds significant insights for parents, educators, and clinicians.

The Child Initiated Pretend Play Assessment 2

Author: Karen Stagnitti
Editor:
ISBN: 9780994464781
File Size: 45,54 MB
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This book is the revised and updated manual for the Child-Initiated Pretend Play Assessment. This manual describes the background, administration, scoring and interpretation of the Child-Initiated Pretend Play Assessment. This assessment is for therapists and other professionals who work with children aged 3 to 7 years, who do not know how to play or have difficulty in the ability of pretend play. The ChIPPA 2 is a norm referenced standardised assessment of the quality of a child's ability to self-initiate their own pretend play. It is suitable for use for play assessment of children who have a diagnosis of autism, developmental delay, specific language disorders, cognitive delay, learning problems and for any child aged 3 to 7 years who does not play or cannot play. With this manual comes revised scoring booklets for 3 year old children and revised scoring booklet for children aged 4 to 7 years. The Clinical Observations Form in the scoring booklet has been updated and play theme analysis has been added. The revised manual, the ChIPPA 2, has more detailed information on underlying assumptions of the assessment, administration, scoring and assessment. It has more illustrations than the original manual. Play theme analysis has been updated and in interpretation, one further play style for typical children has been added and 3 further play styles indicating a deficit in play ability have been added.

Play And Educational Theory And Practice

Author: Donald E. Lytle
Editor: Greenwood Publishing Group
ISBN: 9781567506846
File Size: 52,16 MB
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Based on ongoing research from Australia, American, Korea and Taiwan, this work discusses the applied value and theory of play.

International Perspectives On Children S Play

Author: Roopnarine, Jaipaul
Editor: McGraw-Hill Education (UK)
ISBN: 0335262880
File Size: 69,19 MB
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This book provides an analysis of children’s play across many different cultural communities around the globe.

Children S Imaginative Play

Author: Shlomo Ariel
Editor: Greenwood Publishing Group
ISBN: 9780275977573
File Size: 23,77 MB
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The Child Psychology and Mental Health series is designed to capture dynamic interplay by advocating for strengthening the science of child development and linking the science to issues related to mental health, child care, parenting and public policy.

Children Play And Development

Author: Fergus P. Hughes
Editor: SAGE
ISBN: 1412967694
File Size: 52,42 MB
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Children, Play, and Development offers a comprehensive look at children's play from birth to adolescence.

The Collaborative Construction Of Pretend

Author: Carollee Howes
Editor: SUNY Press
ISBN: 9780791407561
File Size: 29,48 MB
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The Collaborative Construction of Pretend explores the origins and development of social pretend play in children. It begins with the infant’s first attempts to play pretend with an adult; discusses the beginnings of toddler pretend with peers; and investigates the fully developed social play of preschool and school age children. The author argues that social pretend play can fulfill several different developmental functions and that these functions change with development. Each of these functions are rooted in the individual development of the child and in the social context. Thus the book looks at developmental progressions not only in the forms of social pretend play but in the meaning of the play to the child.

Supporting Drama And Imaginative Play In The Early Years

Author: Lesley Hendy
Editor: McGraw-Hill Education (UK)
ISBN: 0335231756
File Size: 34,67 MB
Format: PDF
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Written for the wide range of practitioners working with young children, this book gives guidance on both the theory and the practical management of drama in the Early Years. The relationship between 'pretend play' and the cognitive and affective development of young children is emphasised, having much to inform us about the children in our care.

Multiple Perspectives On Play In Early Childhood Education

Author: Olivia N. Saracho
Editor: SUNY Press
ISBN: 9780791436158
File Size: 37,86 MB
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While teachers value children's play, they often do not know how to guide that play to make it more educational. This volume reflects current research in the child development and early childhood education fields.

The Oxford Handbook Of The Development Of Play

Author: Anthony D. Pellegrini
Editor: Oxford Library of Psychology
ISBN: 0195393007
File Size: 32,46 MB
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The role of play in human development has long been the subject of controversy. This book examines the development of children's play through a rigorous and multidisciplinary approach.

Pretend Play Language Assessment And Curriculum

Author: Melissa Schissler
Editor:
ISBN: 9780692895122
File Size: 53,98 MB
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The PPLAC is designed as a criterion-referenced tool to assess play skills and language acquisition ofchildren ages 2-7 and provide a behaviorally-based curriculum to establish or expand a child's pretend playrepertoire. The PPLAC was developed from extensive review of the research on the developmental sequence ofplay, language acquisition and behavioral interventions. Additionally, data were collected and analyzed from researchconducted at ACI Learning Centers' on the developmental sequence of play and the implementation of the PPLACto formulate this assessment and curriculum tool.

The Role Of Play In Child Assessment And Intervention

Author: Silvia Salcuni
Editor: Frontiers Media SA
ISBN: 288945259X
File Size: 34,62 MB
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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.

Play And Learning In Early Childhood Settings

Author: Ingrid Pramling Samuelsson
Editor: Springer Science & Business Media
ISBN: 1402084986
File Size: 72,18 MB
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This book represents the outcome of the joint activities of a group of scholars who were concerned about the lack of international research in play for children from birth to 3 years. The authors are members of the Organisation Mondiale pour ` l’Education Prescholaire ́ (OMEP). For further information, see http://www.om- ong.net/. The idea of carrying out a research project internationally was born at the OMEP’s World Congress in Melbourne, Australia 2004. All member countries were invited and 10 countries decided to participate, of which three have withdrawn d- ing the process. The reason for this might be that in these countries only one person was working with the project, while other seven countries have been working in a team of two or more persons. The countries that have carried out research and contributed to this book with a chapter each are Australia, Chile, China, Japan, New Zealand, Sweden and USA (Wisconsin). For more information about the p- ticipating countries and their corresponding addresses, see Appendix I. This book project started in Melbourne with a discussion about what is general in early childhood education globally, and what is culturally speci c. The discussion was inspired by one of the keynote speakers, Nazhat Shameem (2004), judge in the supreme court in Fiji, when she said: “If we all think we are so different and speci c in each culture, the role of human rights has no value anymore.” We formulated three questions:

Outdoor Play

Author: Jane Perry
Editor: Teachers College Press
ISBN: 9780807741177
File Size: 79,45 MB
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This book offers a description of the rich and complex world of pretend play in one play yard.

The Routledge International Handbook Of Early Childhood Play

Author: Tina Bruce
Editor: Taylor & Francis
ISBN: 1317563549
File Size: 58,20 MB
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Historical changes in play are taking place in childhood all over the world, with the digitalisation of children’s lives. Researchers are worried about the disappearance of advanced forms of play and the prioritization of time spent with loving adults, supporting play with babies and toddlers. At the same time, our understanding about the crucial importance of individual development is becoming clearer. The Routledge International Handbook of Early Childhood Play explores these issues and more. It proposes the importance of adult participation in play, as adult guidance brings the possibility of moral, cultural and symbolic elements to children’s play, and enhances the educational opportunities in adult-child joint play. The book also examines the aesthetic dimension of play and its role in the development of imagination and creativity. With contributors from many parts of the world, this unique handbook brings together the latest research and highlights practice which focuses on play. This is an essential and engaging read for all students, academics, teachers and practitioners with an interest in play.

The Cambridge Handbook Of Play

Author: Peter K. Smith
Editor: Cambridge University Press
ISBN: 1108135501
File Size: 11,28 MB
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Play takes up much of the time budget of young children, and many animals, but its importance in development remains contested. This comprehensive collection brings together multidisciplinary and developmental perspectives on the forms and functions of play in animals, children in different societies, and through the lifespan. The Cambridge Handbook of Play covers the evolution of play in animals, especially mammals; the development of play from infancy through childhood and into adulthood; historical and anthropological perspectives on play; theories and methodologies; the role of play in children's learning; play in special groups such as children with impairments, or suffering political violence; and the practical applications of playwork and play therapy. Written by an international team of scholars from diverse disciplines such as psychology, education, neuroscience, sociology, evolutionary biology and anthropology, this essential reference presents the current state of the field in play research.