Book contents
- The Cambridge Handbook of Play
- The Cambridge Handbook of Play
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- 1 Editorial Introduction
- Part I Evolution of Play
- Part II Development of Play in Humans
- 8 Infant Sensorimotor Play
- 9 Mother–Child and Father–Child Play in Different Cultural Contexts
- 10 Object Use in Childhood
- 11 Pretend and Social Pretend Play
- 12 Rough Play
- 13 Playing Games with Rules in Early Child Care and Beyond
- 14 Troublesome Binaries
- 15 Playing and Imagining across the Life Course
- Part III Historical and Anthropological Context
- Part IV Theories of Play and Research Methodology
- Part V Play and Learning
- Part VI Play with Special Groups
- Part VII Play Spaces and the Rights of Children
- Index
- References
13 - Playing Games with Rules in Early Child Care and Beyond
from Part II - Development of Play in Humans
Published online by Cambridge University Press: 26 October 2018
Book contents
- The Cambridge Handbook of Play
- The Cambridge Handbook of Play
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- 1 Editorial Introduction
- Part I Evolution of Play
- Part II Development of Play in Humans
- 8 Infant Sensorimotor Play
- 9 Mother–Child and Father–Child Play in Different Cultural Contexts
- 10 Object Use in Childhood
- 11 Pretend and Social Pretend Play
- 12 Rough Play
- 13 Playing Games with Rules in Early Child Care and Beyond
- 14 Troublesome Binaries
- 15 Playing and Imagining across the Life Course
- Part III Historical and Anthropological Context
- Part IV Theories of Play and Research Methodology
- Part V Play and Learning
- Part VI Play with Special Groups
- Part VII Play Spaces and the Rights of Children
- Index
- References
- Type
- Chapter
- Information
- The Cambridge Handbook of PlayDevelopmental and Disciplinary Perspectives, pp. 222 - 239Publisher: Cambridge University PressPrint publication year: 2018
References
Baines, E., & Blatchford, P. (2011). Children´s games and playground activities in school and their role in development. In Pellegrini, A. (Ed.), The Oxford handbook of the development of play (pp. 260–283). Oxford: Oxford University Press.Google Scholar
Bang, J. (2008). An environmental affordance perspective on the study of development: Artefact, social other, and self. In Fleer, M., Hedegaard, M., & Tudge, J. (Eds.), Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 161–181). New York: Taylor & Francis.Google Scholar
Bretherton, I. (1984). Representing the social world in symbolic play: Reality and fantasy. In Bretherton, I. (Ed.), Symbolic play: The development of social understanding (pp. 3–41). New York: Academic Press.CrossRefGoogle Scholar
Burghardt, G. M. (2011) Defining and recognizing play. In Pellegrini, A. (Ed.), The Oxford handbook of the development of play (pp. 9–18). Oxford: Oxford University Press.Google Scholar
Caillois, R. (1961). Man, play and games, trans. Barash, Meyer. New York: Free Press of Glencoe.Google Scholar
Corsaro, W. A. (1981). Friendship in the nursery school: Social organization in a peer environment. In Asher, S. R. & Gottman, J. M. (Eds.), The development of children’s friendships (pp. 207–241). Cambridge: Cambridge University Press.Google Scholar
Corsaro, W. A. (1990). The underlife of the nursery school: Young children’s social representations of adult rules. In Duveen, Gerard and Lloyd, Barbara (Eds.), Social representations and the development of knowledge (pp. 11–26). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Corsaro, W. A., & Eder, D. (1990). Children’s peer cultures. Annual Review of Sociology, 16, 197–220.Google Scholar
Dishon, G. (2017). Games of character: Team sports, games, and character development in Victorian public schools, 1850–1900. Peadagogica Historica, 53(4), 364–380.CrossRefGoogle Scholar
Duncan, R. M., & Tarulli, D. (2003). Play as the leading activity of the preschool period: Insights from Vygotsky, Leont’ev, and Bakhtin. Early Education and Development, 14(3), 271–292.Google Scholar
Fleer, M. (2013). Theorising play in the early years. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Geertz, C. (1976). Deep play: A description of the Balinese cockfight. In Bruner, J., Jolly, A., & Sylva, K. (Eds.), Play: Its role in development and evolution (pp. 656–674). New York: Basic Books.Google Scholar
Goffman, E. (1969). The presentation of self in everyday life. Allen Lane, UK: Penguin Press.Google Scholar
Göncü, A. (1993). Development of intersubjectivity in the dyadic play of preschoolers. Early Childhood Research Quarterly, 8, 99–116.CrossRefGoogle Scholar
Harré, R. (1977). Rules in the explanation of social behave. In Collett, P. (Ed.), Social rules and social behaviour (pp. 28–41). Oxford: Basil Blackwell.Google Scholar
Harré, R. (1986). The step to social constructionism. In Richards, M. & Light, P. (Eds.), Children of social worlds: Development in a social context. (pp. 287–296). Cambridge: Polity Press.Google Scholar
Hedegaard, M. (2008). Developing a dialectic approach to researching children’s development. In Hedegaard, M., Fleer, M., Bang, J., & Hviid, P. (Eds.), Studying children: A cultural-historical approach (pp. 30–45). Maidenhead, UK: Open University Press.Google Scholar
Hedegaard, M. (2012). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind, Culture, and Activity, 19(2), 127–138.Google Scholar
Henricks, T. (2010). Caillois’ man play and games: An appreciation and evaluation. American Journal of Play, 3(2), 157–185.Google Scholar
Hughes, L. (1991). A conceptual framework for the study of children’s gaming. Play & Culture, 4, 284–301.Google Scholar
Hughes, L. (1995). Children’s games and gaming. In Sutton-Smith, B., Mechling, J., Johnson, T. W., & McMahon, F. R. (Eds.), Children’s folklore: A source book (pp. 93–119). New York: Garland.Google Scholar
Huizinga, J. (1955). Homo ludens: A study of the play-element in culture. Boston: Beacon Press.Google Scholar
Juul, J. (2005). Half-real: Video games between real rules and fictional worlds. Cambridge, MA: MIT Press.Google Scholar
Karoff, H. (2013). Play practices and play moods. International Journal of Play, 2(2), 76–86.Google Scholar
Krasnor, L. R., & Pepler, D. J. (1980). The study of children’s play: Some suggested future directions. In Rubin, K. (Ed.), Children’s play (pp. 85–95). San Francisco, CA: Jossey Bass.Google Scholar
Lancy, D. F. (1984). Play in anthropological perspective. In Smith, P. K. (Ed.), Play in animals and humans (pp. 295–303). Oxford: Basil Blackwell.Google Scholar
Lillard, A. (2015). The development of play. In Lerner, R. (Ed.), Handbook of child psychology and developmental science, vol. 2: Cognitive processes (7th edn.) (pp. 425–468). New York: Wiley.Google Scholar
Malaby, T. (2009). Anthropology and play: The contours of playful experience. New Literary History, 40, 205–218.Google Scholar
Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press.Google Scholar
Opie, P., & Opie, I. (1976). Street games: Counting-out and chasing. In Bruner, J. S., Jolly, A., & Sylva, K. (Eds.), Play: Its role in development and evolution (pp. 394–412). London: Penguin Books.Google Scholar
Piaget, J. (1976). Mastery play. In Bruner, J. S., Jolly, A., & Sylva, K. (Eds.), Play: Its role in development and evolution (pp. 166–172). London: Penguin Books.Google Scholar
Schousboe, I. (2013). Cultural and historical influences on children’s play. In Schousboe, I. & Winther-Lindqvist, D. (Eds.), Children’s play and development: Cultural-historical perspectives (pp. 215–231). Dordrecht: Springer.CrossRefGoogle Scholar
Schousboe, I., & Winther-Lindqvist, D. (2013). Children’s play and development. In Schousboe, I. & Winther-Lindqvist, D. (Eds.), Children’s play and development: Cultural-historical perspectives (pp. 1–13). Dordrecht; Springer.Google Scholar
Schwartzman, H. (1976). The anthropological study of children’s play. Annual Review of Anthropology, 5, 289–328.Google Scholar
Schwartzman, H. (1978). Transformations: The anthropology of children’s play. New York: Plenum Press.Google Scholar
Schwartzman, H. (1979). The sociocultural context of play. In Sutton-Smith, B. (Ed.), Play and learning (pp. 239–269). New York: Gardner Press.Google Scholar
Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.Google Scholar
Tulloch, R. (2014). The construction of play rules, restrictions, and the repressive hypothesis. Games and Culture, 9(5), 335–350.Google Scholar
Vygotsky, L. S. (1933). Play and its role in the mental development of the child. Available at www.marxists.org/archive/vygotsky/works/19333/play.htm.Google Scholar
Winther-Lindqvist, D. (2009). Game playing: Negotiating rules and identities. American Journal of Play, 2(1), 60–84.Google Scholar
Winther-Lindqvist, D. (2013). Playing with social identities: Play in the everyday life of a peer-group in day care. In Schousboe, I. & Winther-Lindqvist, D. (Eds.), Children’s play and development: Cultural-historical perspectives (pp. 29–55). Dordrecht: Springer.CrossRefGoogle Scholar
Winther-Lindqvist, D. (2017). The role of play in Danish child care. In Ringsmose, C. & Kragh-Müller, G. (Eds.), Nordic social pedagogical approach to early years (pp. 95–115). Dordrecht: Springer.Google Scholar
- 5
- Cited by