Using cross-cultural, intergenerational play narratives to explore issues of social justice and equity in discourse on children's play

References

• Ailwood, J. (2003). Governing early childhood education through play. Contemporary Issues in Early Childhood, 4(3), 286–299. doi: 10.2304/ciec.2003.4.3.5
   Google Scholar
• Athey, I. (1984). Contributions of play to development. In T. D. Yawkey & A. D. Pelligrini (Eds.). Child's play: Developmental and applied (pp. 9–28). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Bergen, D., & D. Mauer (2000). Symbolic play, phonological awareness, and literacy skills at three age levels. In K. A. Roskos & J. M. Chrisite (Eds.). Play and literacy in early childhood (pp. 45–62). Mahwah, NJ: Erlbaum.
   Google Scholar
• Berk, L., T. Mann, & A. T. Ogan (2006). Make-believe play: Wellspring for development of self-regulation. In D. Singer, R. M. Golinkoff & K. Hirsch-Pasek (Eds.). Play=learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 74–101). New York, NY: Oxford University Press.
   Google Scholar
• Bodrova, E., & J. Leong (2003). The importance of being playful. Educational Leadership, 60(7), 50–53.
   Web of Science ®Google Scholar
• Bromley, K. (1998). Language arts: Exploring connections. Boston, MA: Allyn & Bacon.
   Google Scholar
• Bunker, L. K. (1991). The role of play and motor skill development in building children's self-confidence and self-esteem. Elementary School Journal (Special Issue: Sport and Physical Education), 91, 467–471. doi: 10.1086/461669
   Web of Science ®Google Scholar
• Cheng Pui-Wah, D. (2011). Learning through play in Hong Kong: Policy or practice?. In S. Rogers (Ed.). Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp. 100–111). New York, NY: Routledge Press.
   Google Scholar
• Christie, J., & E. Johnsen (1983). The role of play in social-intellectual development. Review of Educational Research, 53, 93–115. doi: 10.3102/00346543053001093
   Web of Science ®Google Scholar
• Chudacoff, H. (2007). Children at play: An American history. New York: New York University Press.
   Google Scholar
• Connolly, J., & A. Doyle (1984). Relation of social fantasy play to social competence in preschoolers. Developmental Psychology, 20, 797–806. doi: 10.1037/0012-1649.20.5.797
   Web of Science ®Google Scholar
• Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, CA: Pine Forge Press.
   Google Scholar
• DeLoache, J. S. (2002). The symbol-mindedness of young children. In W. Hartup & R. Weinberg (Eds.). The Minnesota symposium on child psychology (pp. 73–101). Mahwah, NJ: Erlbaum.32
   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 Press.
   Google Scholar
• Einarsdottir, J. (2000). Incorporating literacy resources into the play curriculum of two Icelandic preschools. In K. Roskos & J. Christie (Eds.). Play and literacy in early childhood: Research from multiple perspectives (pp. 77–90). Mahwah, NJ: Erlbaum.
   Google Scholar
• Elkind, D. (2007). The power of play. Cambridge, MA: Da Capo Press.
   Google Scholar
• Fein, G. (1981). Pretend play in childhood: An integrative review. Child Development, 52, 1095–1018. doi: 10.2307/1129497
   Web of Science ®Google Scholar
• Fisher, E. P. (1992). The impact of play on development: A meta-analysis. Play and Culture, 5(2), 159–181.
   Google Scholar
• Fjortoft, I. (2004). Landscape as playscape: The effects of natural environments on children's play and motor development. Children, Youth and Environments, 14(2), 21–44.
   Google Scholar
• Fleer, M. (1999). Universal fantasy: The domination of Western theories of play. In E. Dao (Ed.). Child's play: Revisiting play in early childhood settings (pp. 67–80). Sydney: MacLennan and Petty.
   Google Scholar
• Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. New York, NY: Cambridge University Press.
   Google Scholar
• Foucault, M. (1972). The archaeology of knowledge. London: Tavistock.
   Google Scholar
• Foucault, M. (1980). Truth and power. In C. Gordon (Ed.). Power/knowledge: Selected interviews and other writings, 1972–1977 (pp. 109–133). New York, NY: Pantheon.
   Google Scholar
• Gaskins, S. (2000). Children's daily activities in a Mayan village: A culturally grounded description. Journal of Cross-Cultural Research, 34, 375–389. doi: 10.1177/106939710003400405
   Web of Science ®Google Scholar
• Ginsburg, H. P. (2006). Mathematical play and playful mathematics: A guide for early education. In D. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds.). Play = learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 145–165). New York, NY: Oxford University Press.
   Google Scholar
• Ginsburg, H. P., J. Cannon, J. G. Eisenband, & S. Pappas (2005). Mathematical thinking and learning. In K. McCartney & D. Phillips (Eds.). Handbook of early child development (pp. 208–229). Oxford: Blackwell.
   Google Scholar
• Ginsburg, K., The Committee on Communications and the Committee on Psychosocial Aspects of Child and Family Health (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191. doi: 10.1542/peds.2006-2697
   PubMed Web of Science ®Google Scholar
• Göncü, A., J. Jain, & U. Tuermer (2006). Children's play as cultural interpretation. In A. Göncü & S. Gaskins (Eds.). Play and development: Evolutionary, sociocultural and functional perspectives (pp. 155–178). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Göncü, A., U. Tuermer, J. Jain, & D. Johnson (1999). Children's play as cultural activity. In A. Göncü (Ed.). Children's engagement in the world: Sociocultural perspectives (pp. 148–170). Cambridge: Cambridge University Press.
   Google Scholar
• Grieshaber, S., & F. McArdle (2010). The trouble with play. Milton Keynes: Open University Press.
   Google Scholar
• Gupta, A. (2011). Play and pedagogy framed within India's historical, socio-cultural, pedagogical and postcolonial context. In S. Rogers (Ed.). Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp. 86–99). New York, NY: Routledge Press.
   Google Scholar
• Hanson, K. (2012). Schools of thought in children's rights. In In M. Liebel (Ed.). Children's rights from below: Cross-cultural perspectives (pp. 63–79). New York, NY: Palgrave MacMillan.
   Google Scholar
• Hirsh-Pasek, K., R. Michnick Golinkoff, L. Berk, & D. Singer (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.
   Google Scholar
• Hyson, M. (Ed.). (2003). Preparing early childhood professionals. NAEYC's standards for programs. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.
   Google Scholar
• Johnston, J., & M. Wong (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language and Hearing Research, 45(5), 916–926. doi: 10.1044/1092-4388(2002/074)
   PubMed Web of Science ®Google Scholar
• Katz, C. (1986). Children and the environment: Work, play and learning in rural Sudan. Children's Environment Quarterly, 3(4), 43–51.
   Google Scholar
• Katz, C. (2004). Growing up global: Economic restructuring and children's everyday lives. Minneapolis: University of Minnesota Press.
   Google Scholar
• Kim, S. Y. (1999). The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall. Child Study Journal, 29(3), 175–191.
   Google Scholar
• Leonard, M. (2004). Children's views on children's right to work: Reflections from Belfast. Childhood, 11, 45–61. doi: 10.1177/0907568204040184
   Web of Science ®Google Scholar
• Lester, S., & Russell, W. (2010). Children's right to play: An examination of the importance of play in the lives of children worldwide (Working Paper No. 57). The Hague: Bernard van Leer Foundation.
   Google Scholar
• Lillard, A., & N. Else-Quest (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893–1894. doi: 10.1126/science.1132362
   PubMed Web of Science ®Google Scholar
• Macedo, D. (1999). Decolonizing indigenous knowledge. In L. Semali & J. L. Kincheloe (Eds.). What is indigenous knowledge: Voices from the academy? (pp. xi–xvi). New York, NY: Falmer Press.
   Google Scholar
• MacNaughton, G. (2005). Doing foucault in early childhood studies. London: Routledge/Falmer.
   Google Scholar
• Marfo, K., & L. Biersteker (2011). Exploring culture, play and early childhood education practice in African contexts. In S. Rogers (Ed.). Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp. 73–85). New York, NY: Routledge Press.
   Google Scholar
• Miller, E., & J. Almon (2009). Crisis in the kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood.
   Google Scholar
• Moosa-Mitha, M. (2005). A difference-centered alternative to theorization of children's citizenship rights. Citizenship Studies, 9(4), 369–388. doi: 10.1080/13621020500211354
   Google Scholar
• Neuman, S., & K. Roskos (1992). Literacy objects as cultural tools: Effects on children's literacy behaviors in play. Reading Research Quarterly, 27(3), 203–223. doi: 10.2307/747792
   Web of Science ®Google Scholar
• Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71–80. doi: 10.1037/0022-0663.82.1.71
   Web of Science ®Google Scholar
• Office of the United Nations High Commissioner for Human Rights. (1989). Convention on the rights of the child. Retrieved from http://www2.ohchr.org/english/law/crc.htm
   Google Scholar
• Pellegrini, A., K. Kato, P. Blatchford, & E. Baines (2002). A short-term longitudinal study of children's playground games across the first year of school: Implications for social competence and adjustment to school. American Educational Research Journal, 39, 991–1016. doi: 10.3102/00028312039004991
   Web of Science ®Google Scholar
• Pellegrini, A. D., & L. Galda (1982). The effects of thematic-fantasy play training on the development of children's story comprehension. American Educational Research Journal, 19, 443–452. doi: 10.3102/00028312019003443
   Web of Science ®Google Scholar
• Rakoczy, H. (2007). Play, games, and the development of collective intentionality. In C. Kalish & M. Sabbagh (Eds.). Conventionality in cognitive development: How children acquire representations in language, thought and action. New directions in child and adolescent development, number 115 (pp. 53–67). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Reynaert, D., M. Bouvernede-Bie, & S. Vandevelde (2009). A review of children's rights literature since the adoption of the United Nations convention on the rights of the child. Childhood, 16(4), 518–534. doi: 10.1177/0907568209344270
   Web of Science ®Google Scholar
• Rogers, S. (2011). Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures. New York, NY: Routledge Press.
   Google Scholar
• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
   Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
   Google Scholar
• Rubin, K., G. Fein, & B. Vandenberg (1983). Play. In P. Mussen (Ed.). Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 693–774). New York, NY: Wiley.
   Google Scholar
• Russ, S. W., A. L. Robins, & B. A. Christiano (1999). Pretend play: Longitudinal prediction of creativity and affect in fantasy in children. Creativity Research Journal, 12(2), 129–139. doi: 10.1207/s15326934crj1202_5
   Web of Science ®Google Scholar
• Saltz, E., D. Dixon, & J. Johnson (1977). Training disadvantaged preschoolers on various fantasy activities: Effects on cognitive functioning and impulse control. Child Development, 48, 367–380. doi: 10.2307/1128629
   PubMed Web of Science ®Google Scholar
• Schulz, L. E., & E. B. Bonawitz (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045–1050. doi: 10.1037/0012-1649.43.4.1045
   PubMed Web of Science ®Google Scholar
• Schweinhart, L. J., & D. P. Weikart (1997). The high/scope preschool curriculum comparison through age 23. Early Childhood Research Quarterly, 12, 117–143. doi: 10.1016/S0885-2006(97)90009-0
   Web of Science ®Google Scholar
• Shimpi, P., A. L. Fedewa, & S. Hans (2011). Social and linguistic input in low-income African American mother-infant dyads from 1 month through 2 years: Relations to vocabulary development. Applied Psycholinguistics, 33(4), 781–798. doi: 10.1017/S0142716411000567
   Web of Science ®Google Scholar
• J. Shonkoff & D. Phillips (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
   Google Scholar
• Singer, D. G., R. M. Golinkoff, & K. Hirsh-Pasek (Eds.). (2006). Play = learning: How play motivates and enhances children's cognitive and social-emotional growth. New York, NY: Oxford University Press.
   Google Scholar
• Stone, S. J., & J. F. Christie (1996). Collaborative literacy learning during socio-dramatic play in a multiage (K-2) primary classroom. Journal of Research in Childhood Education, 10, 123–133. doi: 10.1080/02568549609594895
   Google Scholar
• Tamis-LeMonda, C. S., J. D. Shannon, N. J. Cabrera, & M. E. Lamb (2004). Fathers and mothers at play with their 2-and 3-year-olds: Contributions to language and cognitive development. Child Development, 75, 1806–1820. doi: 10.1111/j.1467-8624.2004.00818.x
   PubMed Web of Science ®Google Scholar
• U.S. Census. (2009a). Table 1. Reported Internet usage for households, by selected householder characteristics: 2007, current population survey (CPS) October 2007. Retrieved July 13, 2009, from http://www.census.gov/population/www/socdemo/computer/2007.html
   Google Scholar
• U.S. Census. (2009b). Table 2. Reported Internet usage for individuals 3 years and older, by selected characteristics: 2007, current population survey (CPS) October 2007. Retrieved July 13, 2009, from http://www.census.gov/population/www/socdemo/computer/2007.html
   Google Scholar
• Van Fleet, F. (2011). Foundations of play therapy. Hoboken, NJ: John Wiley and Sons.
   Google Scholar
• Veerman, P., & H. Levine (2000). Protecting Palestinian intifada children: Peaceful demonstrators, child soldiers or child martyrs?. International Journal of Children's Rights, 9, 71–88.
   Google Scholar
• Vigil, D. (2002). Cultural variations in attention regulation: A comparative analysis of British and Chinese-immigrant populations. International Journal of Language and Communication Disorders, 37, 433–458. doi: 10.1080/1368282021000007749
   PubMed Web of Science ®Google Scholar
• Vigil, D., A. Tyler, & S. Ross (2006). Cultural differences in learning novel words in an attention-following versus attention-directing style. Journal of Multilingual Communication Disorders, 4, 59–70. doi: 10.1080/14769670600631016
   Google Scholar
• Vukelich, C. (1994). Effects of play interventions on young children's reading of environmental print. Early Childhood Research Quarterly, 9, 153–170. doi: 10.1016/0885-2006(94)90003-5
   Google Scholar
• Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 12, 62–76.
   Google Scholar
• Vygotsky, L. S. (1977). Play and its role in the mental development of the child. In M. Cole (Ed.). Soviet developmental psychology (pp. 76–99). White Plains, NY: M. E. Sharpe.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wyver, S. R., & S. H. Spence (1999). Play and divergent problem solving: Evidence supporting a reciprocal relationship. Early Education and Development, 10(4), 419–444. doi: 10.1207/s15566935eed1004_1
   Google Scholar
• Yawkey, T. D. (1981). Sociodramatic play effects on mathematical learning and adult ratings of playfulness in five-year-olds. Journal of Research and Development in Education, 14, 30–39.
   Google Scholar
• Youngblade, I., & J. Dunn (1995). Individual differences in young children's pretend play with mother and sibling: Links to relationships and understanding of other people's feelings and beliefs. Child Development, 66, 1472–1492. doi: 10.2307/1131658
   PubMed Web of Science ®Google Scholar
• Zanandrea, M. (1998). Play, social interaction, and motor development: Practical activities for preschoolers with visual impairments. Journal of Visual Impairment and Blindness, 92, 176–188.
   Web of Science ®Google Scholar