Heroes of resiliency and reciprocity: teachers’ supporting role for reconceptualizing superhero play in early childhood settings

References

• Anderson, P. J., & Reidy, N. (2012). Assessing executive function in preschoolers. Neuropsychology Review, 22, 345–360.10.1007/s11065-012-9220-3
   PubMed Web of Science ®Google Scholar
• Baron, R., & Byrne, D. (1991). Social psychology (6th ed.). Boston, MA: Simon & Schuster.
   Google Scholar
• Bauer, K. L., & Dettore, E. (1997). Superhero play: What’s a teacher to do? Early Childhood Education Journal, 25, 17–21.10.1023/A:1025677730004
   Google Scholar
• Baumgartner, J. J., & Buchanan, T. (2010). Supporting each child’s spirit. Young Children, 65, 90–95.
   Google Scholar
• Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd.
   Google Scholar
• Berger, K. S. (1980). The developing person. New York, NY: Worth.
   Google Scholar
• Bluebond-Langner, M. (1980). The private worlds of dying children. Princeton: Princeton University Press.
   Google Scholar
• Boyd, B. J. (1997). Teacher response to superhero play: To ban or not to ban? Childhood Education, 74, 23–28.10.1080/00094056.1997.10521909
   Google Scholar
• Brooks, R., & Goldstein, S. (2001). Raising resilient children. New York, NY: McGraw Hill.
   Google Scholar
• Breslin, D. (2005). Children's capacity to develop resiliency: How to nurture it. Young Children, 61, 47–52.
   Google Scholar
• Burke, J. M. (2007). Hypnosis and superheroes. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. 271–292). New York, NY: Springer.
   Google Scholar
• Carlsson-Paige, N., & Levin, D. (1991). The subversion of healthy development and play: Teachers’ reactions to the Teenage Mutant Ninja Turtles. Day Care and Early Education, 19, 14–20.10.1007/BF01617553
   Google Scholar
• Chen, R. (2009). Early childhood identity: Construction, culture, and the self. New York, NY: Peter Lang.
   Google Scholar
• Chenfeld, M. B. (2002). Creative experiences for young children. Portsmouth, NH: Heinemann.
   Google Scholar
• Coyne, S. M., Linder, J. R., Rasmussen, E. E., Nelson, D. A., & Collier, K. M. (2014). It’s a bird! It’s a plane! It’s a gender sterotype! Longitudinal associations between superhero viewing and gender stereotyped play. Sex Roles, 70, 416–430.10.1007/s11199-014-0374-8
   Web of Science ®Google Scholar
• Culliford, L. (2011). The psychology of spirituality: An introduction. London: Jessica Kingsley.
   Google Scholar
• De-Souza, D. & Radell, J. (2011). Superheroes: An opportunity for prosocial play. Young Children, 66, 26–31.
   Google Scholar
• Dockett, S. (2011). The challenge of play for early childhood educators. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures (pp. 32–47). New York, NY: Routledge.
   Google Scholar
• Dyson, A. H. (1994). The ninjas, the X-Man, and the ladies: Playing with power and identity in an urban primary school. Teaching College Record, 96, 219–239.
   Web of Science ®Google Scholar
• Edmiston, B. (2011). We are hunters and gatherers of values’: Dramatic play, early childhood pedagogy, and the formation of ethical identities. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, context, and cultures (pp. 48–59). New York, NY: Routledge.
   Google Scholar
• Eisenberg, N., Cameron, E., Tryon, K., & Dodez, R. (1981). Socialization of prosocial behavior in the preschool classroom. Developmental Psychology, 17, 773–782.
   Web of Science ®Google Scholar
• Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Darmon & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 701–778). New York, NY: Wiley.
   Google Scholar
• Fujisawa, K. K., Kutsukake, N., & Hasegawa, T. (2008). Reciprocity of prosocial behavior in Japanese preschool children. International Journal of Behavioral Development, 32, 89–97.10.1177/0165025407084055
   Web of Science ®Google Scholar
• Gilligan, R. (2000). Promoting resilience in children in foster care. In G. Kelly & R. Gilligan (Eds.), Issues in foster care: Policy, practice, and research (pp. 107–126). London: Jessica Kingsley.
   Google Scholar
• Ginsburg, K. R. (2015). Building resilience in children and teens: Giving kids roots and wings. Elk Grove Village, IL: American Academy of Pediatrics.
   Google Scholar
• Harris, K. (2007). Reconceptualizing spirituality in light of educating young children. International Journal of Children's Spirituality, 12, 263–275.
   Google Scholar
• Heidemann, S., & Hewitt, D. (2014). When play isn’t easy: Helping children enter and sustain Play. St. Paul, MN: Redleaf Press.
   Google Scholar
• Hippe, J. (2004). Self-awareness: A precursor to resiliency. Reclaiming Children and Youth, 12, 240–242.
   Google Scholar
• Hoffman, E. (2004). Magic capes, amazing powers: Transforming superhero play in the classroom. St. Paul, MN: Redleaf Press.
   Google Scholar
• Horner, S., Bhattacharyya, S., & O'connor, E. (2008). Modeling: It's more than just imitation. Childhood Education, 84, 219–222.10.1080/00094056.2008.10523010
   Google Scholar
• Hyde, B. (2008). Children and spirituality: Searching for meaning and connectedness. London: Jessica Kingsley.
   Google Scholar
• Kinard, T. A. (2014). Flying over the school: Superhero play-friend or foe? Young Children, 69, 16–23.
   Google Scholar
• Kostelnik, M. J., Whiren, A. P., & Stein, L. C. (1987). Living with He-Man: Managing superhero fantasy play. Young Children, 41, 3–9.
   Google Scholar
• Lantieri, L. (2001). Schools with spirit: Nurturing the inner lives of children and teachers. Boston, MA: Beacon Press.
   Google Scholar
• Lawrence, J. S. (2007). Finding ourselves in our superheroes [ Foreword]. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. xix–xxx). New York, NY: Springer.
   Google Scholar
• Le Guin, U. K. (1979). Why Americans are afraid of dragons. In S. Wood (Ed.), The language of the night: Essays on fantasy and science fiction (pp. 39–45). New York, NY: Putnam.
   Google Scholar
• Lickey, D. C., & Powers, D. J. (2011). Starting with their strengths: Using the project approach in early childhood special education. New York, NY: Teachers College Press.
   Google Scholar
• Lilja, E. (2012). Prioritizing voices in teacher research: Learning to listen to my students’ voices over my own. Childhood Education, 86, 391–393.10.1080/00094056.2012.741487
   Google Scholar
• Livesay, H. (2007). Making a place for the angry hero on the team. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. 123–138). New York, NY: Springer.
   Google Scholar
• MacNaughton, G. (2004). Exploring critical constructivist perspectives on children’s learning. In A. Aning, J. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture (pp. 45–54). London: Sage.
   Google Scholar
• Marazi, K. (2015). Superhero or vigilante? A matter of perspective and brand management. European Journal of American Culture, 34, 67–82.
   Google Scholar
• Mardell, B., & Abo-Zena, M. M. (2010). Kindergartners explore spirituality. Young Children, 65, 12–17.
   Google Scholar
• Marsh, J. (2000). ‘But I want to fly too!’ Girls and superhero play in the infant room. Gender and Education, 12, 209–220.10.1080/09540250050010018
   Web of Science ®Google Scholar
• Martin, J. R. (2007). Children’s attitudes toward superheroes as a potential indicator of their moral understanding. Journal of Moral Education, 36, 239–250.10.1080/03057240701325381
   Web of Science ®Google Scholar
• Masten, A. S. & Gewirtz, A. H. (2006). Vulnerability and resilience in early childhood development. In K. McCartney & D. Phillips (Eds.), Blackwell handbook of early childhood development (pp. 22–43). Malden, MA: Blackwell.
   Google Scholar
• McClelland, M. M., Cameron, C. E., Wanless, S. B., & Murray, A. (2007). Executive function behavioral self-regulation, and social-emotional competence: Links to school readiness. In R. C. Pianta, W. S. Barnett, L. M. Justic, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 324–351). New York, NY: Guilford.
   Google Scholar
• Miller, L. (2015). The spiritual child: The new science on parenting for health and lifelong thriving. New York, NY: St. Martin's Press.
   Google Scholar
• Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.
   Google Scholar
• Miller, R., & Pedro, J. (2006). Creating respectful classroom environments. Early Childhood Education, 33, 293–299. doi:10.10007/s10693-006-0091-4
   Google Scholar
• Paley, V. G. (1984). Boys and girls: Superheroes in the doll corner. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226075945.001.0001
   Google Scholar
• Paley, V. G. (2004). A child’s work: The importance of fantasy play. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226644981.001.0001
   Google Scholar
• Paley, V. G. (2012, November 8). The beginning of community: A nurturing ground. Keynote address delivered at the Ladybird Johnson Centennial Symposium on Early Childhood Education, Texas State University, San Marcos, TX.
   Google Scholar
• Pardales, M. J. (2002). So, how did you arrive at that decision? Connecting moral imagination and moral judgment. Journal of Moral Education, 31, 429–436.
   Web of Science ®Google Scholar
• Piaget, J. (1932). Play, dreams, and imitation in childhood. New York, NY: Norton.
   Google Scholar
• Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96, 27–32.10.1177/0031721715583959
   Web of Science ®Google Scholar
• Rogers, S. (2011). Play and pedagogy: A conflict of interests? In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp. 5–18). New York, NY: Routledge.
   Google Scholar
• Rogers, S., & Evans, J. (2007). Rethinking role play in the reception class. Educational Research, 49, 153–167.10.1080/00131880701369677
   Web of Science ®Google Scholar
• Rubin, L. C. (2007). Introduction: Look, up in the sky! An introduction to the use of superheroes in psychotherapy. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. 3–22). New York, NY: Springer Publishing Company.
   Google Scholar
• Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Darmon & M. Eisenberg (Eds.), Handbook of child psychology Vol. 3. Social, emotional, and personality development (pp. 619–700). New York, NY: Wiley.
   Google Scholar
• Ryan, S. (2005). Freedom to choose: Examining children’s experiences in choice time. In N. Yelland (Ed.), Critical issues in early childhood (pp. 99–114). Maidenhead: Open University Press.
   Google Scholar
• Scanlon, P. (2007). Superheroes are super friends: Developing social skills and emotional reciprocity with autism spectrum clients. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. 169–192). New York, NY: Springer.
   Google Scholar
• Smith, C. A. (2004). Raising courageous kids. Notre Dame, IN: Sorin Books.
   Google Scholar
• Stremmel, A. J., Burns, J., Nganga, C., & Bertolini, K. (2015). Countering the essentialized discourse of teacher education. Journal of Early Childhood Teacher Education, 36, 156–174.
   Web of Science ®Google Scholar
• Truebridge, S. (2014a). Resilience begins with beliefs: Building on student strengths for success in school. New York, NY: Teachers College Press.
   Google Scholar
• Truebridge, S. (2014b). Resilience in practice checklist: What does it look like? In Resilience begins with beliefs: Building on student strengths for success in school (pp. 86–95). New York, NY: Teacher College Press.
   Google Scholar
• Walder, R. (1976). Psychoanalytic theory of play. In C. Shaefer (Ed.), Therapeutic use of child’s play (pp. 79–94). New York, NY: Aronson.
   Google Scholar
• Wenger, C. (2007). Superheroes in play therapy with an attachment disordered child. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. 183–212). New York, NY: Springer.
   Google Scholar
• Wood, E. (2007). New directions in play: Consensus or collision? Education, 35, 309–320.
   Google Scholar