Ontogenetic development of play; solitary play; parallel play; socio-dramatic play; pretend play; cooperative play; collaborative play; guided play; playful learning; effect of play on cognitive development (including theory of mind, abstract thinking, reasoning, problem-solving, counter-factual thinking, language, literacy, mathematical abilities); cross-cultural differences in the manifestation and effect of play in development.
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Attending 50% of lectures hours or less (i.e., 16 or fewer hours) results in Fz grade. (16 or fewer hours)
Bergen, D. (2015). Psychological approaches to the study of play. American Journal of Play, 8(1), 101–128. Cambridge Handbook of Play _ Chapter 20 Classic Theories of Play Thomas S. Henricks Chu & Schulz (2020). Play, Curiosity, and Cognition, 2, 317-343. https://doi.org/10.1146/annurev-devpsych-070120-014806 Cambridge Handbook of Play _ Chapter 8 Infant Sensorimotor Play: Development of Sociocultural Competence & Enactive Cognition Doris Bergen Thompson, B. N., & Goldstein, T. R. (2022). Observing the developmental progression of pretend play across the preschool years. Journal of Cognition and Development, 23(4), 482-502. https://doi.org/10.1080/15248372.2022.2058508 Lockman & Tamis-LeMonda (2021). Young Children’s Interactions with Objects: Play as Practice and Practice as Play, 3, 165-186. https://doi.org/10.1146/annurev-devpsych-050720-102538 Group 1 Presentation: Bijvoet-van den Berg, S., & Hoicka, E. (2019). Preschoolers understand and generate pretend actions using object substitution. Journal of Experimental Child Psychology, 177, 313-334. https://doi.org/10.1016/j.jecp.2018.08.008 Group 2 Presentation: Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. (2017). Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6), e2038. https://doi.org/10.1002/icd.2038 Group 3: Presentation: Kollmayer, M., Schultes, M. T., Schober, B., Hodosi, T., & Spiel, C. (2018). Parents’ judgments about the desirability of toys for their children: Associations with gender role attitudes, gender-typing of toys, and demographics. Sex roles, 79, 329-341. https://doi.org/10.1007/s11199-017-0882-4 Cambridge Handbook of Play _ Chapter 11 Pretend and Social Pretend Play Ageliki Nicolopoulou Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative-and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early childhood research quarterly, 31, 147-162. http://dx.doi.org/10.1016/j.ecresq.2015.01.006 Group 4: Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental science, 21(4), e12603. https://doi.org/10.1111/desc.12603 Group 5: Jaggy, A. K., Kalkusch, I., Bossi, C. B., Weiss, B., Sticca, F., & Perren, S. (2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly, 64, 13-25. https://doi.org/10.1016/j.ecresq.2023.01.012 MIDTERM Cambridge Handbook of Play _ Chapter 13 Playing Games with Rules in Early Child Care and Beyond Ditte Winther-Lindqvist Kapitany et al. (2022)-From Childhood Pretense to Adult Imaginative Play, Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2022.774085 Bowman, S. L., & Lieberoth, A. (2018). Psychology and role-playing games. In Role-playing game studies (pp. 245