Book contents
- Frontmatter
- Foreword
- Contents
- List of figures
- List of tables
- Acknowledgements
- Part 1 Learning and development in play
- Part 2 Cultural–historical theories of play and learning
- 8 Cultural–historical programs that afford play development
- 9 Theories about play and learning
- 10 The imaginative act as conceptual play
- Part 3 Learning and development as cultural practice
- Glossary
- References
- Index
8 - Cultural–historical programs that afford play development
Published online by Cambridge University Press: 05 October 2013
- Frontmatter
- Foreword
- Contents
- List of figures
- List of tables
- Acknowledgements
- Part 1 Learning and development in play
- Part 2 Cultural–historical theories of play and learning
- 8 Cultural–historical programs that afford play development
- 9 Theories about play and learning
- 10 The imaginative act as conceptual play
- Part 3 Learning and development as cultural practice
- Glossary
- References
- Index
Summary
First I have a sense of the object, then I develop a relation to the object, and finally, I understand the object. I gain a social and cultural relation to the objects in my world.
(Kravtsova, 2009a)INTRODUCTION
In this chapter a review of educational programs that specifically theorise play from a cultural–historical perspective is undertaken in order to better understand how concept formation in play can be systematically operationalised within classrooms and centres. In this chapter the programs for preschool aged children and primary aged children are reviewed, followed by an analysis of those cultural–historical conditions which afford concept formation. A more expansive discussion of play as a leading activity is considered in subsequent chapters.
This chapter begins with an analysis of the basic essence of play through an examination of the differing theoretical views on what drives play. A discussion of the fundamental differences between belief systems found within the literature on play is given in order to gain insights into cultural–historical programs that support concept formation.
MOTIVES FOR PLAY – BIOLOGICAL OR CULTURAL?
The nature and essence of play, particularly role play, has been the subject of serious study by Elkonin (2005a–e), whose research focuses primarily upon the psychological structure of mature forms of play, their origins, development and decline, and the significance of play for the future development of the child (personality).
- Type
- Chapter
- Information
- Early Learning and DevelopmentCultural-historical Concepts in Play, pp. 101 - 121Publisher: Cambridge University PressPrint publication year: 2010