1,792
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica)

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, , ORCID Icon & ORCID Icon show all
Pages 109-153 | Received 01 Dec 2021, Accepted 21 Jul 2022, Published online: 19 Dec 2022

References / Referencias

  • Baccalá, N., & Montoro, V. (2008). Introducción al análisis multivariado. UNComahue, 51, 138.
  • Barnett, L. A. (2013). Children’s perceptions of their play: Scale development and validation. Child Development Research, e284741. https://doi.org/10.1155/2013/284741
  • Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chandler Pub.
  • Bécue-Bertaut, M. (1991). Análisis de datos textuales. Métodos estadísticos y algoritmos. CISIA.
  • Bécue-Bertaut, M., Lebart, L., & Rajadell, N. (1995). El análisis estadístico de datos textuales. La lectura según los escolares de enseñanza primaria. Facultad de Psicología, Universidad de Barcelona.
  • Benzécri, J. P. (1976). L’Analyse des données. Tomo II: L’analyse des correspondances. Dunod.
  • Breathnach, H., Danby, S., & O’Gorman, L. (2018). ‘We’re doing a wedding’: Producing peer cultures in pretend play. International Journal of Play, 7(3), 290–307. https://doi.org/10.1080/21594937.2018.1532702
  • Chapparo, C. J., & Hooper, E. (2002). When is it work? Perceptions of six-year-old children. Work, 19(3), 291–302.
  • Chick, G. (2015). Anthropology and the study of play. In J. E. Johnson, S. G. Eberle, T. S. Henricks, & D. Kuschner (Eds.), The handbook of the study of play (Vol. 1, pp. 71–84). Rowman & Littlefield.
  • Cremin, T. (2020). Apprenticing authors: Nurturing children’s identities as writers. In H. Chen, D. Myhill, & H. Lewis (Eds.), Developing writers across primary and secondary years (pp. 113–130). Routledge.
  • De la Cruz, M., Scheuer, N., Echenique, M., & Pozo, J. I. (2011). Niños de educación inicial y primaria hablan sobre la enseñanza de la escritura. Revista de Educación, 354, 689–712. https://doi.org/10.4438/1988-592X-RE-2011-354-016
  • Echenique, M., Márquez, S., & Scheuer, N. (2014). What helps most in learning how to draw a human figure? A study of children’s epistemological, pictorial and learning conceptions. Cultura y Educación: Culture and Education, 26(1), 101–131. https://doi.org/10.1080/11356405.2014.908664
  • Farver, J. A. M., Kwak Kim, Y., & Lee-Shin, Y. (2000). Within cultural differences: Examining individual differences in Korean American and European American preschoolers’ social pretend play. Journal of Cross-cultural Psychology, 31(5), 583–602. https://doi.org/10.1177/0022022100031005003
  • Gaskins, S. (2014). Children’s play as cultural activity. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 31–42). SAGE. https://doi.org/10.4135/9781473907850.n4
  • Gaskins, S., Haight, W., & Lancy, D. F. (2007). The cultural construction of play. In Göncü, Artin & Gaskins, Suzanne (Eds.) Play and Development: Evolutionary, Sociocultural, and Functional Perspectives. (pp. 179202). Erlbaum.179202). Erlbaum.
  • Göncü, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24(3), 321–329. https://doi.org/10.1080/01650250050118303
  • Goodhall, N., & Atkinson, C. (2017). How do children distinguish between ‘play’ and ‘work’? Conclusions from the literature. Early Child Development and Care, 189(10), 1695–1708. https://doi.org/10.1080/03004430.2017.1406484
  • Grice, P. (1989). Studies in the ways of words. Harvard University Press.
  • Haight, W. L., Wang, X.-L., Fung, H. H.-T., Williams, K., & Mintz, J. (1999). Universal, developmental, and variable aspects of young children’s play: A cross-cultural comparison of pretending at home. Child Development, 70(6), 1477–1488. https://www.jstor.org/stable/1132319
  • Harris, P. (2000). The work of the imagination. Blackwell.
  • Hilppö, J., Lipponen, L., Kumpulainen, K., & Virlander, M. (2015). Sense of agency and everyday life: Children’s perspective. Learning, Culture, and Social Interaction, 10, 50–59. https://doi.org/10.1016/j.lcsi.2015.10.001
  • Howard, J. (2002). Eliciting young children’s perceptions of play, work and learning using the activity apperception story procedure. Early Child Development and Care, 172(5), 489–502. https://doi.org/10.1080/03004430214548
  • Howard, J., Jenvey, V., & Hill, C. (2006). Children’s categorisation of play and learning based on social context. Early Child Development and Care, 176(3–4), 379–393. https://doi.org/10.1080/03004430500063804
  • Howard, J., & McInnes, K. (2013). The impact of children’s perception of an activity as play rather than not play on emotional well-being. Child Care Health Development, 39(5), 737–742. https://doi.org/10.1111/j.1365-2214.2012.01405.x
  • Howe, S. (2016). What play means to us: Exploring children’s perspectives on play in an English year 1 classroom. European Early Childhood Education Research Journal, 24(5), 748–759. https://doi.org/10.1080/1350293X.2016.1213567
  • Huizinga, J. (19381970). Homo Ludens: A study of the play element in culture. Maurice Temple Smith.
  • Kahyaoǧlu, H. A. (2014). Play as seen by children and pre-school teachers in Turkey. Social and Behavioural Sciences, 152, 149–153. https://doi.org/10.1016/j.sbspro.2014.09.172
  • Karmiloff-Smith, A. (1992). Beyond modularity. A developmental perspective on cognitive science. The MIT Press.
  • Karrby, G. (1990). Children’s conceptions of their own play. Early Child Development and Care, 58(1), 81–85. https://doi.org/10.1080/0300443900580110
  • King, N. R. (1979). Play: The kindergartners’ perspective. The Elementary School Journal, 80(2), 80–87. https://doi.org/10.1086/461176
  • Lebart, L., & Salem, A. (1994). Statistique textuelles. Dunod.
  • Lebart, L. (1982). L’analyse statistique des réponses libres dans les enquêtes socio-économiques. Consommation, 1, 39–62.
  • Lebart, L., & Salem, A. (1998). Analyse statistique des dones textuelles. Dunod.
  • Lebart, L., Salem, A., & Bécue-Bertaut, M. (2000). Análisis estadístico de textos. Milenio.
  • Lehrer, J. S., & Petrakos, H. (2011). Parent and child perceptions of grade one children’s out of school play. Exceptionality Education International, 21(2), 74–92. https://doi.org/10.5206/eei.v21i2.7677
  • Marín, C., Pérez-Echeverría, M.-P., & Scheuer, N. (2013). Conceptions of woodwind students regarding the process of learning a piece of music. Research Papers in Education, 29(4), 479–511. https://doi.org/10.1080/02671522.2013.825310
  • Moreno, I. (2005). El juego y los juegos. Lumen hvmanitas.
  • Morín, E. (2002). Los siete saberes necesarios para la educación del futuro. Nueva Visión.
  • Piaget, J. (1952). La formation du symbole chez l’enfant [play, dreams and imitation in childhood]. W. W. Norton & Co.
  • Pramling, I. (1983). The child’s conception of learning (Göteborgn Studies in Educational Sciences 46). Acta Universitatis Gothoburgensis.
  • Pramling Samuelsson, I., & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641. https://doi.org/10.1080/00313830802497265
  • Robson, S. (1993). ‘Best of all I like choosing time’: Talking with children about play and work. Early Child Development and Care, 92(1), 37–51. https://doi.org/10.1080/0030443930920106
  • Roopnarine, J. L. (2011). Cultural variations in beliefs about play, parent-child play, and children’s play: Meaning for childhood development. In A. D. Pellegrini (Ed.), The Oxford handbook of the development of play (pp. 19–37). Oxford University Press.
  • Roopnarine, J. L., Yildirim, E. D., & Davidson, K. L. (2018). Mother–child and father–child play in different cultural contexts. In P. K. Smith, & J. L. Roopnarine (Eds.), The Cambridge handbook of play: Developmental and disciplinary perspectives (Cambridge handbooks in psychology) (pp. 142–164). Cambridge University Press. https://doi.org/10.1017/9781108131384.009
  • Rothlein, L., & Brett, A. (1987). Children’s, teachers’, and parents’ perceptions of play. Early Childhood Research Quarterly, 2(1), 45–53. https://doi.org/10.1016/0885-2006(87)90012-3
  • Ryall, E., Russell, W., & MacLean, M. (2013). The philosophy of play. Routledge.
  • Scheuer, N., de La Cruz, M., Pedrazzini, A., Iparraguirre, M. S., & Pozo, J. I. (2012). Children’s gendered ways of talking about learning to write. Journal of Writing Research, 3(3), 181–216. https://doi.org/10.17239/jowr-2012.03.03.3
  • Scheuer, N., de La Cruz, M., & Pozo, J. I. (2002). Children talk about learning to draw. European Journal of Psychology of Education, 17(2), 101–114. https://doi.org/10.1007/BF03173252
  • Scheuer, N., de La Cruz, M., Pozo, J. I., Echenique, M., & Márquez, S. (2009). Kindergarten and primary school children’s implicit theories of learning to write. Research Papers in Education, 24(3), 265–285. https://doi.org/10.1080/02671520902928903
  • Scheuer, N., de La Cruz, M., Pozo, J. I., Huarte, M. F., & Sola, G. (2006). The mind is not a black box: Children’s ideas about the writing process. Learning and Instruction, 16(1), 72–85. https://doi.org/10.1016/j.learninstruc.2005.12.007
  • Scheuer, N., Pozo, J. I., de La Cruz, M., & Baccalá, N. (2001). ¿Cómo aprendí a dibujar? Las teorías de los niños sobre el aprendizaje. Estudios de Psicología, 22(2), 185–205. https://doi.org/10.1174/021093901609497
  • Ventura, A. C., Scheuer, N., & Pozo, J. I. (2020). Elementary school children’s conceptions of teaching and learning to write as intentional activities. Learning and Instruction, 65, 101249. https://doi.org/10.1016/j.learninstruc.2019.101249
  • Vygotsky, L. S. 19672004. Voobrazhenie i tvorchestvo v detskom vozraste [Imagination and creativity in childhood]. Journal of Russian and East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
  • Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children’s play with a series of policy recommendations. Toys Industries for Europe.
  • Wing, L. A. (1995). Play is not the work of the child: Young children’s perceptions for work and play. Early Childhood Research Quarterly, 10(2), 23–247. https://doi.org/10.1016/0885-2006(95)90005-5
  • Winnicott, D. W. (19712005). Playing and reality. Routledge Classics.
  • Wong, S. M., Wang, Z., & Cheng, P. W. D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. http://repository.lib.eduhk.hk/jspui/handle/2260.2/11896
  • Wu, S.-C. (2015). What can Chinese and German children tell us about their learning and play in kindergarten? Journal of Research in Childhood Education, 29(3), 338–3551. https://doi.org/10.1080/02568543.2015.1042125
  • Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9(1124). https://doi.org/10.3389/fpsyg.2018.01124