Artin Goncu

Play and Development : trvoltrtiona Yy , Sociocultural , and F ' unctional Perspectives

NICOLOPOULOU language, moraliry social understanding, and social competence (for one overview, se... more NICOLOPOULOU language, moraliry social understanding, and social competence (for one overview, see Saracho & Spodek, 1998). However, there have been relatively few attempts to address children's play and narrative in an integrated way, and to examine the relationship between them concretely and systematically. The prevailing mutual isolation between developmental research on play and narrative is both unfortunate and surprising, because theoretical considerations and existing empirical research point toward important affinities and interdependence between them. A major form of children's play, pretend play, centers precisely on the enactment of narrative scenarios. One body of research, reviewed later, has found that children's participation in sociodramatic play improves their nanative skills. Research dealing explicitly with the effects of children's narrative abilities and development on their play has been more rare, but a good deal of work has strong implications for this relationship. For example, Wells and others have argued that the experience of narratives-both listening to stories and telling them-helps to bring home to children "the symbolic potential of language: its power to create possible and imaginary worlds through words" (\7e11s, 1986, p. 156; cf. Bruner, 1986; Wolf & Heath, 1992\. Children's developing ability to produce and understand stories also enables and encourages them to appropriate the rich array of genres and other symbolic resources available in their culture, and to use these flexibly and cre- atively for their own purposes (Cohen & MacKeith, L99L; Miller, Hengst,

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Play

Oxford Bibliographies Online Datasets, 2013

Comparing and Extending Piaget’s and Vygotsky’s Understandings of Play

Oxford Handbooks Online, 2010

Pretend Play as a Life-span Activity

Topoi, 2005

... 138 ARTIN GONCU AND ANTHONY PERONE ARTIN GO¨NCU¨ AND ANTHONY PERONE Page 3. ... 140 ARTIN GON... more

Understanding Pretend Play

Theory & Psychology, 1999

Vygotsky and Beyond

Contemporary Psychology: A Journal of Reviews, 1987

Thinking and Culture

PsycCRITIQUES, 1991

Guided Participation in Cultural Activity by Toddlers and Caregivers

Monographs of the Society for Research in Child Development, 1993

VI. Guided Participation in Keçiören

Monographs of the Society for Research in Child Development, 2008

Designing for Change

Mind, Culture, and Activity, 2014

The articles in this issue share an interest in intervention and seek to advance the practice of ... more

Moving On, Moving Forward

Mind, Culture, and Activity, 2013

Structuring Social Futures: The Possibilities, the Challenges

Mind, Culture, and Activity, 2014

We are excited to introduce the articles for the first issue of Mind, Culture, and Activity in 20... more We are excited to introduce the articles for the first issue of Mind, Culture, and Activity in 2014. Taken together, these four articles and four book reviews reflect well the principles committed to by the new Editorial Group at the end of last year. Across the articles and book reviews the reader will find attention to: revisiting theoretical grounding in order to clarify key ideas, concepts, units; multiple views of the ways in which cultural-historical and activity theoretical research speaks to different disciplines and fields; concern for ethical engagement both as a subject of study and as a project to which our research contributes; and a range of expertise, experience, and voices. In addition, these articles and reviews have a common underlying theme that we find especially fitting for the new year: the possibilities and challenges of the tools we create socially, culturally, and historically to anticipate uncertain futures and attempt to structure them into recognizable and development enhancing futures. The articles in this issue foreground the role of units, routines, positioning, and pedagogies in the structuring of futures, an idea that surfaces more generally in the book reviews as well. Opening this issue, Wolff-Michael Roth’s article “Reading Activity, Consciousness, Personality Dialectically: Cultural-Historical Activity Theory and the Centrality of Society” examines theoretical units and reconsiders how they are interpreted. More than concepts in Leont’ev’s work, object-oriented activity, consciousness, and personality are units that retain the properties of the relation of individual-society. Roth draws upon his research to describe an ethnographic case study of Mike, a fish culturist, including the relation between Mike as an individual, the fish hatchery as an institution, and the impact of the Canadian economy on salmon enhancement program policies from the provincial and federal government as the societal context. He uses this case to look at the differences that different interpretations of activity, consciousness, and personality make to the potential explanations produced by research. Interpretations of units matter because they influence the conduct of research. They shape what constitutes data, how we analyze it, and what we take our analysis to mean. They structure a complicated research methodology into a recognizable research design, an act that both enables and constrains future research.

Voices from the Majority World: Cultural Inquiry into the World of Families and Children

Mind, Culture, and Activity, 2012

The early childhood curriculum: notes on the transformations of a field

Journal of Curriculum Studies, 1994

Interpersonal relations in four-year dyads from constructivist and montessori programs

Journal of Applied Developmental Psychology, 1987

Forty 4-year-old children from Constructivist and Montessori preschool programs were compared on ... more

Preschoolers' Collaborative Construction in Planning and Maintaining Imaginative Play

International Journal of Behavioral Development, 1988

Developmental differences in the organisation and complexity of dyadic play were investigated. Ba... more Developmental differences in the organisation and complexity of dyadic play were investigated. Based on the views of Bateson and Piaget organisation was defined in terms of verbal initiation, planning, symbolic representation, negotiation and termination of imaginative play. Complexity was defined as a range in which one or more than one dimension of planning and symbolic representation were expressed simultaneously. The sample consisted of 12 41/2-year-olds and 12 3-year-olds. There were six boys and six girls at each age level. The children were videotaped as same-age and same-sex dyads in two 20 minute sessions on consecutive days. The results indicated no age differences in the organisation of play. There were, however, developmental and sex differences in the complexity of play. The 4½-year-olds and girls more than 3-year-olds and boys expressed multiple dimensions of planning and symbolic representation. This finding lends support to the Piagetian notion that play symbols are ...

The Role of Pretense and Language in the Development of Self

Human Development, 1998

Multiple Perspectives on Parent-Child Play

Educational Researcher, 1994

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Preschoolers' Classroom Activities and Interactions with Peers and Teachers

Early Education & Development, 2000

On conceptualizing early childhood education

Day Care & Early Education, 1989

Page 1. Books for Professionals On Conceptualizing Early Childhood Education Reviewed by Artin G6... more

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