This multidisciplinary and varied perspective on play continues the stimulating and informative volumes in the Play and Culture Studies series. The primary focus of the papers in this volume is to reflect on the close relationship between play and the process of engaging and communicating with others in different contexts.
This multidisciplinary and varied perspective on play continues the stimulating and informative volumes in the Play and Culture Studies series. The primary focus of the papers in this volume is to reflect on the close relationship between play and the process of engaging and communicating with others in different contexts.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Eva E. Nwokah is an associate professor of communication sciences and disorders at the University of North Carolina, Greensboro. She has held faculty and clinical positions in four countries. Her research interests are in language, play, narrative skills, and social interaction in families, between mothers and infants, and child peer interaction. Her recent work has focused on humor and language play in social interaction. She has been actively involved in local adolescent parenting programs and the implementation of clinical and educational support for language and literacy intervention with high-risk families.
Inhaltsangabe
Chapter 1 Foreword Chapter 2 Introduction Part 3 I. Child Play with Adults and with Animals Chapter 4 1. The Therapuetic Benefits of Play for Hospitalized Children Chapter 5 2. Play between Children and Domestic Animals Chapter 6 3. Mothers' Social and Didactic Actions during Play: Contribution of Infant Affect Part 7 II. The Complexities of Child-Child Play in Different Contexts Chapter 8 4. The Reality of Pretend Play: Ethnic, Socioeconomic, and Gender Variations in Young Children's Involvement Chapter 9 5. Children's Pretend Play with Media-Based Toys Chapter 10 6. Young Children's Emotional Responses to Cheating in Game Play Chapter 11 7. Contribution of Theory of Mind to Pretend Play: Concordance between Preschool Play Partners Part 12 III. Teacher Support for Play in Educational Settings Chapter 13 8. Rough and Tumble Play in Early Childhood Settings: Challenges for Personnel Training Chapter 14 9. The Teacher's Role in Enhancing Sociodramatic Play in Early Childhood Classrooms: A Study in Head Start Classrooms Part 15 IV. Reflections on the Nature of Play Chapter 16 10. Play as Ascending Meaning Revisited: Four Types of Assertive Play Chapter 17 Contributors Chapter 18 Subject Index
Chapter 1 Foreword Chapter 2 Introduction Part 3 I. Child Play with Adults and with Animals Chapter 4 1. The Therapuetic Benefits of Play for Hospitalized Children Chapter 5 2. Play between Children and Domestic Animals Chapter 6 3. Mothers' Social and Didactic Actions during Play: Contribution of Infant Affect Part 7 II. The Complexities of Child-Child Play in Different Contexts Chapter 8 4. The Reality of Pretend Play: Ethnic, Socioeconomic, and Gender Variations in Young Children's Involvement Chapter 9 5. Children's Pretend Play with Media-Based Toys Chapter 10 6. Young Children's Emotional Responses to Cheating in Game Play Chapter 11 7. Contribution of Theory of Mind to Pretend Play: Concordance between Preschool Play Partners Part 12 III. Teacher Support for Play in Educational Settings Chapter 13 8. Rough and Tumble Play in Early Childhood Settings: Challenges for Personnel Training Chapter 14 9. The Teacher's Role in Enhancing Sociodramatic Play in Early Childhood Classrooms: A Study in Head Start Classrooms Part 15 IV. Reflections on the Nature of Play Chapter 16 10. Play as Ascending Meaning Revisited: Four Types of Assertive Play Chapter 17 Contributors Chapter 18 Subject Index
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