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2013 - MWERA Annual Meeting Pages: unavailable || Words: 4577 words || 
1. Shan, Jiani. "Play Creativity and Play for Creativity: A Cross-culture Comparison of Preschool Children’s Play And Creativity" Paper presented at the annual meeting of the MWERA Annual Meeting, Hilton Orrington Hotel, Evanston, Illinois, Nov 06, 2013 Online <PDF>. 2019-01-21 <>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: As a part of human’s nature and one of children’s rights, play is a powerful learning medium related to cognitive, language, social and emotional development(Bergen, 2009). Creativity, one of the most important components of play, has been seen by theorists, educators and teachers as an important predictor for a country’s future competitiveness. The importance of the relationship between play and creativity not only suggests that through play creativity can be measured, but through play creativity can be fostered.
The present study investigated and compared young children’s play patterns to see if there were significant differences in children’s development of creativity between Chinese and American cultures,. The initial hypothesis is supported that there is no significant difference in creativity between preschool children from the two countries.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
2. Goble, Priscilla., Martin, Carol., Hanish, Laura., Foster, Stacie., Eggum-Wilkens, Natalie. and Fabes, Richard. "Free Play or Guided Play? An Observational Study of Preschool Play Experiences" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-01-21 <>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Early childhood educators recently have begun to draw distinctions between free play and guided play. Free play is voluntary and child-driven, such that children independently decide what to do and with whom. Guided play is also child-driven; however, during guided play, teachers guide children’s play in productive ways. Based on limited intervention research and theory, guided play is thought to be more beneficial for children’s learning (e.g., Tools of the Mind; Bodrova & Leong, 2009; Vygotsky, 1978). But little is known about whether this assumption is accurate.
In the few empirical studies examining free and guided play, researchers have failed to answer important basic questions about similarities and differences between these play contexts. For example, children’s experiences with different activities and peers are believed to provide variety in learning opportunities and foster different developmental skills (e.g., Bredekamp & Copple, 1997). To understand this variation, research examining how children’s experiences with activities and peers vary across free and guided play is needed. Armed with this type of knowledge, recommendations can be made how to effectively use free play and guided play.
The goal of our study was to gain a better understanding of the similarities and differences between free and guided play. We used naturalistic observations to explore how much time children spent in each type of play, and recorded the types and quality of experiences with activities and peers that occurred most frequently in free and guided play.
Method. Head Start preschoolers (N = 282, M = 52 months; 48% girls) were observed in 10-sec intervals several times per week during free and guided play over the fall and spring semesters of one academic year. A total of 64,600 observations (M = 229.20 per child) were collected. Several aspects of play were recorded, including: context (free play or guided play), types of activities (e.g., books, blocks), types of social interactions (dyadic versus group), quality of activity engagement (e.g., constructive, creative), and quality of peer interactions (e.g., parallel, social).
Results. Children spent the majority of their time engaged in play, with significantly more time spent in guided (35%) than in free play (26%; p < .001). Multivariate repeated measures analyses of variance revealed that during free play, compared to guided play, children played with a wider variety of activities and with a more diverse set of peers. Furthermore, play with activities and peers was of higher quality (i.e., more creative and social) during free play, compared to guided play (see Table 1 and 2).
Discussion. In this study, free play may seem more beneficial than guided play; however, recent research has shown that neither time spent in free play nor guided play was positively related to children’s academic, affective, or social skill development (Goble, in preparation). Thus, linking free play and guided play to child outcomes may be more complicated than simply understanding which context provides more of the experiences thought to be related to children’s learning and development. Directions for future research and implications for practice will be discussed.

2016 - The 62nd Annual Meeting of the Renaissance Society of America Words: 140 words || 
3. Park, Jennifer. "Playing Cards Without Cards: Instructional Books and Game Play" Paper presented at the annual meeting of the The 62nd Annual Meeting of the Renaissance Society of America, Park Plaza Hotel and Hynes Convention Center, Boston, MA, Mar 31, 2016 <Not Available>. 2019-01-21 <>
Publication Type: Panel Paper
Review Method: Peer Reviewed
Abstract: In seventeenth-century England, the rising popularity of domestic handbooks and recipe books suggested a growing interest in the how-to genre and what we might now call the instruction manual, hand-in-hand with advancements in science and experimentation. But a small group of such instructional texts also served a completely different primary purpose. In the 1690s, an instruction book was published that explained “the Mode of Carving at the Table,” but served to accompany “a Pack of Playing Cards” in which the instructions, presumably, were represented. Fowl, “flesh of Beasts,” fish, and baked meats were aligned with the suits of diamonds, hearts, clubs, and spades, respectively. In the absence of the playing cards themselves, how does the instruction book function? In my paper, I examine the functionality of this curious hybrid genre, to explore the connection between instruction, learning, and game play.

2017 - The 13th International Congress of Qualitative Inquiry Words: 145 words || 
4. Wohlwend, Karen. "Play Matters: New Materialisms and the Transitory Texts of Play" Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 17, 2017 <Not Available>. 2019-01-21 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: How do action-oriented theories reframe or disrupt multimodal analyses of players and designers creating texts as intentional and motivated signs (Kress, 1997)? In this paper, new materialisms(Latour, 2005; Barad, 2003; Lenz Taguchi, 2014) inform a mediated discourse analysis (Scollon, 2001; Scollon & Scollon, 2004) of makerspace play in a preschool classroom. Analysis of young children’s play and toymaking reveals messy becomings that do not fit neatly into notions of 1) design as strategic manipulation of materials to create aesthetically-pleasing message-bearing artifacts or 2) play as embodied stories that can be planned, filmed, saved, and shared. Video analysis identified human-material intra-actions, tracking positions and movements to identify shifts in meanings and participation among actants, focusing on intra-actions among all actants (e.g., children, electronics, toys) in emergent and assemblages of materials, bodies, characters, and equipment, but at another level, of knowledge, collaboration, friendships, and classroom status.

2018 - ACJS 55th Annual Meeting Words: 99 words || 
5. Rivers, Tiffany. and Perrone, Dina. ""We Not Playing Checkers, We Playing Chess": Explaining Urban America and African American Gun Violence" Paper presented at the annual meeting of the ACJS 55th Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, Feb 13, 2018 <Not Available>. 2019-01-21 <>
Publication Type: Research Showcase
Review Method: Peer Reviewed
Abstract: Based on semi-structured interviews with eight African American men obtained via snowball sampling, this presentation describes how guns were introduced, obtained, used or not used, loved, and despised. For most, guns were introduced and obtained during early childhood. Both individual factors, such as the need for instant gratification and social factors, like economic instability, influenced these men to participate in the street economy. Once involved, the dangers of their community and the ambiguity of their safety and survival became more apparent. This provoked gun carrying and usage. Given these and other findings, implications for gun prevention policies are discussed.

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