This book provides new theoretical insights to our understanding
of play as a cultural activity. All chapters address play and
playful activities from a cultural-historical theoretical approach
by re-addressing central claims and concepts in the theory and
providing new models and understandings of the phenomenon of play
within the framework of cultural historical theory. Empirical
studies cover a wide range of institutional settings: preschool,
school, home, leisure time, and in various social relations (with
peers, professionals and parents) in different parts of the world
(Europe, Australia, SouthAmericaand NorthAmerica). Common to all
chapters is a goal of throwing new light on the phenomenon of
playing within a theoretical framework of cultural-historical
theory. Play as a cultural, collective, social, personal,
pedagogical and contextual activity is addressed with reference to
central concepts in relation to development and learning. Concepts
and phenomena related to ZPD, the imaginary situation, rules,
language play, collective imagining, spheres of realities of play,
virtual realities, social identity and pedagogical environments are
presented and discussed in order to bring the cultural-historical
theoretical approach into play with contemporary historical issues.
Essential as a must read to any scholar and student engaged with
understanding play in relation to human development, cultural
historical theory and early childhood education.
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