Race, Riots, and Roller Coasters: The Struggle over Segregated Recreation in America Victoria W. Wolcott Philadelphia: University of Pennsylvania Press, 2012. Notes, index, images. 310 pp. $25.00 cloth. ISBN: 9780812244342Victoria Wolcott's study of urban rec- reation and the civil-rights movement begins with an epigraph from Martin Luther King's "Letter from Birmingham Jail" that describes the tears of his daugh- ter upon being told that Funtown, an amusement park in Atlanta, was "closed to colored children." The quote effectively introduces Wolcott's central argument, which asserts that the struggle against the segregation of recreational facilities, primarily swimming pools, roller skating rinks, and amusements parks, played an important role in the history of the civil- rights movement. Wolcott's history of "rec- reation riots," what she defines as "racial conflicts in spaces of leisure," covers both well-known events like the Orangesburg massacre, which stemmed from efforts by students at South Carolina State College to desegregate a local bowling alley, to a series of lesser-known, but significant struggles at recreation sites ranging from Cincin- nati's Coney Island amusement park to the Skateland rink in Cleveland and the public pools and beaches of Baltimore. The work both complements and extends the recent historiography of race relations and urban history in the United States by criticizing the "myth of Southern exceptionalism," calling attention to the long battles over the enforcement of the Civil Rights Act of 1964 and emphasizing the fundamental role that white violence played in sustain- ing segregation.The book begins with an examina- tion of the early decades of the twentieth century, a "tarnished golden age" when commercial leisure spaces were racialized and segregated by a combination of legal and extralegal means, despite black resis- tance. During the 1940s, the rise of racial liberalism and the renewed efforts of black activists produced very uneven outcomes. The successful integration of places like Detroit's Bob-Lo Island Amusement Park was offset by growing white resistance in the form of increased and overt violence against African Americans agitating for change and the proliferation of strategies to avoid desegregation, most notably by making public recreational facilities pri- vate to avoid legal entanglements and by simply closing them down altogether.Although Wolcott's analysis cov- ers events from around the country, it is perhaps strongest in her middle chapters, which focus specifically on the efforts of a committed group of activists to chal- lenge segregation at Coney Island outside of Cincinnati and the impact of a 1956 recreation riot on the city of Buffalo and the Crystal Beach Amusement Park. She explores the complicated political coali- tions and legal maneuvering that so often characterized the desegregation strug- gle, while also highlighting the bravery of individual activists and citizens like Juanita
《种族、骚乱和过山车:美国对种族隔离娱乐的斗争》，维多利亚·w·沃尔科特费城:宾夕法尼亚大学出版社，2012。注释，索引，图像。310页，25美元布。维多利亚·沃尔科特对城市娱乐和民权运动的研究始于马丁·路德·金的《来自伯明翰监狱的信》中的一段铭文。这段铭文描述了他的女儿被告知亚特兰大的娱乐公园“对有色人种儿童关闭”时的眼泪。这句话有效地介绍了沃尔科特的中心论点，即反对娱乐设施隔离的斗争，主要是游泳池、轮滑溜冰场和游乐园，在民权运动的历史上发挥了重要作用。沃尔科特的“娱乐骚乱”历史，她将其定义为“休闲空间中的种族冲突”，涵盖了众所周知的事件，如奥兰治堡大屠杀，该事件源于南卡罗来纳州立大学学生在当地保龄球馆废除种族隔离的努力，以及一系列鲜为人知但意义重大的娱乐场所斗争，从辛辛那提的康尼岛游乐园到克利夫兰的滑板溜冰场，再到巴尔的摩的公共游泳池和海滩。通过批评“南方例外论的神话”，这部作品补充并扩展了美国种族关系和城市历史的近代史，呼吁人们关注1964年《民权法案》(Civil Rights Act of 1964)执行过程中的长期斗争，并强调白人暴力在维持种族隔离中所起的根本作用。这本书以对二十世纪早期几十年的考察开始，这是一个“黯淡的黄金时代”，当时商业休闲空间被法律和法外手段的结合所种族化和隔离，尽管有黑人的抵制。在20世纪40年代，种族自由主义的兴起和黑人积极分子的重新努力产生了非常不平衡的结果。底特律的鲍勃罗岛游乐园(Bob-Lo Island Amusement Park)等地方的成功融合，被越来越多的白人抵制所抵消，他们对非裔美国人的公开暴力越来越多，呼吁变革，避免废除种族隔离的策略也越来越多，最明显的是将公共娱乐设施私有化，以避免法律纠纷，或者干脆把它们全部关闭。虽然沃尔科特的分析涵盖了全国各地的事件，但在她的中间章节中，它可能是最强大的，它特别关注一群积极分子在辛辛那提外的康尼岛挑战种族隔离的努力，以及1956年对布法罗市和水晶海滩游乐园的娱乐骚乱的影响。她探讨了复杂的政治联盟和法律手段，这些往往是废除种族隔离斗争的特征，同时也强调了像胡安妮塔·莫罗和玛丽安·斯宾塞这样的活动家和公民的勇气。沃尔科特强调了真正的和潜在的白人暴力在决定变革的步伐和康尼岛逐渐融合的过程中所起的作用。…
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{"title":"Pretend Play in Childhood: Foundation of Adult Creativity","authors":"D. Bergen","doi":"10.5860/choice.51-4734","DOIUrl":"https://doi.org/10.5860/choice.51-4734","url":null,"abstract":"","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71145518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Designing the Creative Child: Playthings and Places in Midcentury America Amy F. Ogata Minneapolis: University of Minnesota, 2013. Introduction, images, notes, bibliography, index. 229 pp. $34.95 cloth. ISBN: 9780816679614In Designing the Creative Child: Playthings and Places in Midcentury America, Amy F. Ogata shows how a cultural preoccupation with childhood creativity leftits mark on American material life. While the idea of the child as naturally creative first emerged in the eighteenth century and grew steadily during the nineteenth, it was only in the twentieth century that it took root across America. The belief that children were naturally creative, and that their creative sensibilities could be further nurtured and expanded by exposing them to stimulating environments and objects spread rapidly during the 1950s, 1960s, and 1970s, particularly among middle- and upper-class Americans.Ogata explains that childhood creativity became a subject of pervasive concern because of social tensions related to America's Cold War with the Soviet Union. During that era, many social commentators investigated the effects of child rearing on political culture. For instance, anthropologist Margaret Mead suggested that Soviet children were trained to accept ideology without question, whereas American boys and girls had greater liberty of thought. Mead was not alone, and many experts believed that the key to winning the Cold War was to ensure that the rising generation was flexible, innovative, and open to exploration. The creative child also offered a comforting alternative to sociologist William Whyte's "Organization Man," the embodiment of conformity and conventional living. Child-rearing experts proposed that with proper training and encouragement, youth might develop into something other than the herd-like creatures of David Riesman's "lonely crowd." And, some hoped, creative children, who could find new ways to amuse themselves and who were trained to think independently, might be able to resist the seductive lure of American mass culture that played incessantly on their television screens.Ogata's book is well researched, well written, and beautifully illustrated-and truly innovative in its depiction of how a generation of toy designers, architects, and museum curators gave shape to their faith in youthful creativity. Whether it was the flexible, bendable Gumby, the simple and unadorned wooden toys of Playskool, the school designs of Saarinen and other midcentury architects, the playrooms and spaces enshrined in many newly built houses, or the children's art carnivals put on by the Museum of Modern Art, the goal of fostering youthful creativity was embodied in an array of objects, buildings, and installations that still exist today. Often we take for granted these designs, giving scant consideration to their pedagogical and psychological goals, yet undergirding them were larger hopes for the development of an intellectually agile and inventive citizenry
艾米·绪方(Amy F. Ogata):《设计创意儿童:上世纪中叶美国的玩具和场所》明尼阿波利斯:明尼苏达大学，2013。引言、图片、注释、参考书目、索引。229页，34.95美元。在《设计有创造力的孩子:上世纪中叶美国的玩具和场所》一书中，艾米·绪方(Amy F. Ogata)展示了对儿童创造力的文化关注如何在美国物质生活中留下印记。虽然儿童天生具有创造力的观点最早出现于18世纪，并在19世纪稳步发展，但直到20世纪才在美国各地生根发芽。在20世纪50年代、60年代和70年代，特别是在美国中上层阶级中，儿童天生具有创造力，并且他们的创造力可以通过让他们接触刺激的环境和物体来进一步培养和扩展的信念迅速传播开来。绪方贞子解释说，由于美国与苏联的冷战导致的社会紧张局势，儿童创造力成为了一个普遍关注的话题。在那个时代，许多社会评论家调查了抚养孩子对政治文化的影响。例如，人类学家玛格丽特·米德(Margaret Mead)认为，苏联儿童被训练成毫无疑问地接受意识形态，而美国男孩和女孩则有更大的思想自由。米德并不孤单，许多专家认为，赢得冷战的关键是确保新兴一代灵活、创新和乐于探索。这个有创造力的孩子也为社会学家威廉·怀特(William Whyte)所说的“组织人”(Organization Man)提供了一个令人宽慰的选择，后者是顺从和传统生活的化身。育儿专家提出，在适当的训练和鼓励下，年轻人可能会发展成大卫·里斯曼所说的“孤独人群”那样的群居生物。一些人希望，有创造力的孩子们能够找到新的娱乐方式，并接受独立思考的训练，也许能够抵制电视屏幕上不断播放的美国大众文化的诱惑。绪方的书研究得很好，写得很好，插图也很漂亮，在描述一代玩具设计师、建筑师和博物馆馆长如何塑造他们对年轻人创造力的信念方面，它确实具有创新性。无论是灵活、可弯曲的Gumby、Playskool的简单、朴素的木制玩具、沙里宁和其他本世纪中叶建筑师的学校设计、许多新建房屋中的游戏室和空间，还是现代艺术博物馆举办的儿童艺术嘉年华，培养青少年创造力的目标体现在今天仍然存在的一系列物品、建筑和装置中。我们常常认为这些设计是理所当然的，很少考虑他们的教学和心理目标，然而，在他们的基础上，是对智力敏捷和创造性公民发展的更大希望。…
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Playing Along: Digital Games, YouTube, and Virtual PerformanceKiri MillerNew York: Oxford University Press, 2012. Notes, references, index. 272 pp. $27.95 paper. ISBN: 9780199753468From Double Dutch to limbo competitions, games that meld music, performance, and play are easy to find. In more recent years, the rise and spread of digital technologies have given way to a whole new, and ever-widening, range of practices that combine, recombine, and expand upon this tradition. This is particularly true of digital games (video games, arcade games, and computer games) in which music has long fulfilled a core function, both in terms of adding significantly to games' narratives and aesthetics, as well as providing an intuitive way of giving feedback to players. Some of the early arcade games had soundtracks that contained hidden clues about the right time to make a particular move or that forewarned players they were running out of time or were about to experience a change of speed. More recently, rhythm games, such as PaRappa the Rapper (1996) and Dance Dance Revolution (1998), have incorporated beat as a core component of their game-play mechanics-where a player's moves are only successful if made in musical time. As digital games have become more social (and more socially acceptable), events such as weekly Rock Band competitions at the local pub and sharing a musical creation made in the game Sound Shapes (2012) with thousands of other players online are increasingly common.Kiri Miller's Playing Along: Digital Games, YouTube, and Virtual Performance is a timely and important work that tackles multiple aspects of the complex intermingling of music, performance, and play that is currently taking place within digital culture. The book features a range of relevant examples and draws important linkages between contempo rary and traditional leisure practices. The results of the author's own research in this area-which includes interviews with players, ethnographic fieldwork and firsthand experimentation with the games and practices involved-are described in close detail in three parts, divided by the case study or practice examined. Part 1 examines the highly popular and controversial single-player console game Grand TheftAuto: San Andreas (2004), in which music plays an integral role not only in setting the tone for game play, but also within the players' own in-game identity performance and role-play experiences. Part 2 focuses on music-performance games Guitar Hero (2005) and Rock Band (2007) and delves into some of the uncomfortable questions these games arguably raise about issues of authenticity (playing music) and consumerism (playing at playing music). Last, part 3 considers some of the ways leisure activities are learned and taught through YouTube and other social media, as well as how such tools are increasingly used to establish new, leisure-based communities of practice. Playing Along also comes with a companion website, which features a series o
《一起玩:数字游戏、YouTube和虚拟表演》kiri miller，纽约:牛津大学出版社，2012。注释、参考文献、索引。272页，27.95美元。从双荷兰语到limbo比赛，融合音乐，表演和游戏的游戏很容易找到。近年来，数字技术的兴起和传播已经让位于一个全新的、不断扩大的实践范围，这些实践结合、重组和扩展了这一传统。数字游戏(游戏邦注:包括电子游戏、街机游戏和电脑游戏)的情况尤其如此，在这些游戏中，音乐长期以来一直是核心功能，既可以显著增加游戏的叙事和美学，也可以提供给玩家一种直观的反馈方式。一些早期街机游戏的配乐包含隐藏线索，告诉玩家何时该采取特定行动，或预先警告玩家时间即将耗尽或即将经历速度变化。最近，节奏游戏，如《PaRappa the Rapper》(1996年)和《Dance Dance Revolution》(1998年)都将节奏作为游戏玩法机制的核心组成部分——玩家的动作只有在音乐时间内才能成功。随着数字游戏变得越来越具有社交性，每周在当地酒吧举行的Rock Band比赛以及与数千名在线玩家分享游戏《Sound Shapes》(2012)中的音乐创作等活动也变得越来越普遍。Kiri Miller的《Playing Along: Digital Games, YouTube, and Virtual Performance》是一部及时且重要的作品，它处理了当前数字文化中音乐，表演和游戏的复杂混合的多个方面。这本书以一系列相关的例子为特色，并在当代和传统休闲实践之间建立了重要的联系。作者自己在这一领域的研究结果——包括对玩家的采访、人种学的田野调查和对所涉及的游戏和实践的第一手实验——在三个部分中进行了详细的描述，并根据案例研究或实践进行了研究。第1部分分析了非常受欢迎且备受争议的单机游戏《侠盗猎车手:圣安地列斯》(2004)，在这款游戏中，音乐不仅在设定游戏玩法基调方面发挥着不可或缺的作用，而且在玩家自己的游戏内部身份表现和角色扮演体验中也发挥着不可或缺的作用。第二部分主要关注音乐表演游戏《吉他英雄》(2005)和《摇滚乐队》(2007)，并深入探讨这些游戏可能引发的一些令人不安的问题，如真实性(玩音乐)和消费主义(玩音乐)。最后，第3部分考虑了通过YouTube和其他社交媒体学习和教授休闲活动的一些方式，以及如何越来越多地使用这些工具来建立新的、以休闲为基础的实践社区。Playing Along还附带了一个配套网站，该网站提供了一系列对球员的采访和书中讨论的在线视频的音频和视频剪辑。为了帮助读者驾驭这些有时令人生畏的多样化主题，米勒在书的一开始就提供了一个雄辩而有根据的理论框架。米勒在引言一章中提出的概念和问题不仅提供了一种有用的方式来描绘和理解第1至3部分的研究，而且还帮助建立了米勒在她的研究和本书本身中采用的跨学科方法。…
{"title":"Playing Along: Digital Games, YouTube, and Virtual Performance","authors":"S. Grimes","doi":"10.5860/choice.49-6166","DOIUrl":"https://doi.org/10.5860/choice.49-6166","url":null,"abstract":"Playing Along: Digital Games, YouTube, and Virtual PerformanceKiri MillerNew York: Oxford University Press, 2012. Notes, references, index. 272 pp. $27.95 paper. ISBN: 9780199753468From Double Dutch to limbo competitions, games that meld music, performance, and play are easy to find. In more recent years, the rise and spread of digital technologies have given way to a whole new, and ever-widening, range of practices that combine, recombine, and expand upon this tradition. This is particularly true of digital games (video games, arcade games, and computer games) in which music has long fulfilled a core function, both in terms of adding significantly to games' narratives and aesthetics, as well as providing an intuitive way of giving feedback to players. Some of the early arcade games had soundtracks that contained hidden clues about the right time to make a particular move or that forewarned players they were running out of time or were about to experience a change of speed. More recently, rhythm games, such as PaRappa the Rapper (1996) and Dance Dance Revolution (1998), have incorporated beat as a core component of their game-play mechanics-where a player's moves are only successful if made in musical time. As digital games have become more social (and more socially acceptable), events such as weekly Rock Band competitions at the local pub and sharing a musical creation made in the game Sound Shapes (2012) with thousands of other players online are increasingly common.Kiri Miller's Playing Along: Digital Games, YouTube, and Virtual Performance is a timely and important work that tackles multiple aspects of the complex intermingling of music, performance, and play that is currently taking place within digital culture. The book features a range of relevant examples and draws important linkages between contempo rary and traditional leisure practices. The results of the author's own research in this area-which includes interviews with players, ethnographic fieldwork and firsthand experimentation with the games and practices involved-are described in close detail in three parts, divided by the case study or practice examined. Part 1 examines the highly popular and controversial single-player console game Grand TheftAuto: San Andreas (2004), in which music plays an integral role not only in setting the tone for game play, but also within the players' own in-game identity performance and role-play experiences. Part 2 focuses on music-performance games Guitar Hero (2005) and Rock Band (2007) and delves into some of the uncomfortable questions these games arguably raise about issues of authenticity (playing music) and consumerism (playing at playing music). Last, part 3 considers some of the ways leisure activities are learned and taught through YouTube and other social media, as well as how such tools are increasingly used to establish new, leisure-based communities of practice. Playing Along also comes with a companion website, which features a series o","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71138115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Childhood in World History","authors":"E. Tsagaris","doi":"10.4324/9781315561363","DOIUrl":"https://doi.org/10.4324/9781315561363","url":null,"abstract":"","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4324/9781315561363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70650323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An article by Angeline S. Lillard and others published in the January 2013 issue of Psychological Bulletin about the impact of pretend play on child development raised a number of issues about play studies and child psychology. They claimed that, contrary to current theories on the subject, the evidence of many studies does not support causal explanations of play's relationship to most childhood development. In this article, authors Kasari, Chang, and Patterson review these arguments about play and devlopment in relation to children with autism-children who show specific deficits in pretend play. They argue that the study of these children provides a unique opportunity to consider which elements in play are important and how play skills are associated with different periods of child development. They conclude that, because pretend play requires intervention for the majority of children with autism, improving pretense in these children may shed more light on the causal impact of pretense on later developing skills in children. Key words: child development and pretend play; children with autism; funtional play; intervention in play; symbol play.
{"title":"Pretending to Play or Playing to Pretend: The Case of Autism.","authors":"Connie Kasari, Ya-Chih Chang, Stephanie Patterson","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>An article by Angeline S. Lillard and others published in the January 2013 issue of <i>Psychological Bulletin</i> about the impact of pretend play on child development raised a number of issues about play studies and child psychology. They claimed that, contrary to current theories on the subject, the evidence of many studies does not support causal explanations of play's relationship to most childhood development. In this article, authors Kasari, Chang, and Patterson review these arguments about play and devlopment in relation to children with autism-children who show specific deficits in pretend play. They argue that the study of these children provides a unique opportunity to consider which elements in play are important and how play skills are associated with different periods of child development. They conclude that, because pretend play requires intervention for the majority of children with autism, improving pretense in these children may shed more light on the causal impact of pretense on later developing skills in children. Key words: child development and pretend play; children with autism; funtional play; intervention in play; symbol play.</p>","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4662258/pdf/nihms654216.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9344011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reinventing Childhood after World War II Paula S. Fass and Michael Grossberg, eds. Philadelphia: University of Pennsylvania Press, 2012. Contents, notes, index. 182 pp. $42.50 paper. ISBN: 9780812243673How many historians does it take to write an insightful, provocative, scholarly, and readable little book that will help stu- dents and historians alike understand the contexts in which the history and histo- riographies of children and youth have developed over the last half century? In this case, seven-the number who con- tributed to this model of purposeful collaboration that stakes a claim for the potential of history as a tool to explore and even influence public attitudes about and government policies toward children.If not quite seamless, the book is nevertheless tightly organized. Paula Fass focuses on the creation of a generation of anxious parents and children as more mothers went to work, divorce rates grew, schools worsened, and drugs became available to control child behaviors. Michael Grossberg explains how children's "rights" at first widened (the 1954 school desegregation decision, for instance) and then narrowed (due to censorship and worries about sexual predators). Steven Mintz explores the commercialization of children's culture and the growing belief that children's pastimes required less imagination than in the past (he also partly debunks that notion). Stephen Las- sonde argues that, while the first postwar generation grew up with clear coming- of-age markers, the commercialization of childhood, the increasing awareness of psychological and eating disorders, and the exposure to sex and violence all com- bined to "compress" childhood, even as other cultural trends have caused adults to extend their own childhoods. Mary Ann Mason examines the difficulty of fitting the notion of the "best interests of the child" into the constantly shifting defi- nitions of family with the emergence of surrogate motherhood, gay adoption, and other new or newly accepted technologies and concepts. Kriste Lindenmeyer suggests that the American Dream became differ- ent things for postwar children and their parents and led the federal government to build programs intended to level the play- ing field for all children. And Bengt Sandin offers a Swedish perspective in which chil- dren's rights became a dominant priority of the central government and children's lives became a state responsibility in ways that Americans could hardly imagine.One of the most important threads running through the essays is anxiety: Par- ents worried about giving their children too much or too little freedom; Govern- ment officials worried about creating a class of permanently dependent citizens; Cultural critics worried about child con- sumerism and about forcing (or allowing) children to grow up too fast; Traditional- ists worried about expanding construc- tions of families; And, for more than half the period covered by the book, everyone worried about the Soviet threat an
{"title":"Reinventing Childhood after World War II","authors":"James Marten","doi":"10.5860/choice.49-6482","DOIUrl":"https://doi.org/10.5860/choice.49-6482","url":null,"abstract":"Reinventing Childhood after World War II Paula S. Fass and Michael Grossberg, eds. Philadelphia: University of Pennsylvania Press, 2012. Contents, notes, index. 182 pp. $42.50 paper. ISBN: 9780812243673How many historians does it take to write an insightful, provocative, scholarly, and readable little book that will help stu- dents and historians alike understand the contexts in which the history and histo- riographies of children and youth have developed over the last half century? In this case, seven-the number who con- tributed to this model of purposeful collaboration that stakes a claim for the potential of history as a tool to explore and even influence public attitudes about and government policies toward children.If not quite seamless, the book is nevertheless tightly organized. Paula Fass focuses on the creation of a generation of anxious parents and children as more mothers went to work, divorce rates grew, schools worsened, and drugs became available to control child behaviors. Michael Grossberg explains how children's \"rights\" at first widened (the 1954 school desegregation decision, for instance) and then narrowed (due to censorship and worries about sexual predators). Steven Mintz explores the commercialization of children's culture and the growing belief that children's pastimes required less imagination than in the past (he also partly debunks that notion). Stephen Las- sonde argues that, while the first postwar generation grew up with clear coming- of-age markers, the commercialization of childhood, the increasing awareness of psychological and eating disorders, and the exposure to sex and violence all com- bined to \"compress\" childhood, even as other cultural trends have caused adults to extend their own childhoods. Mary Ann Mason examines the difficulty of fitting the notion of the \"best interests of the child\" into the constantly shifting defi- nitions of family with the emergence of surrogate motherhood, gay adoption, and other new or newly accepted technologies and concepts. Kriste Lindenmeyer suggests that the American Dream became differ- ent things for postwar children and their parents and led the federal government to build programs intended to level the play- ing field for all children. And Bengt Sandin offers a Swedish perspective in which chil- dren's rights became a dominant priority of the central government and children's lives became a state responsibility in ways that Americans could hardly imagine.One of the most important threads running through the essays is anxiety: Par- ents worried about giving their children too much or too little freedom; Govern- ment officials worried about creating a class of permanently dependent citizens; Cultural critics worried about child con- sumerism and about forcing (or allowing) children to grow up too fast; Traditional- ists worried about expanding construc- tions of families; And, for more than half the period covered by the book, everyone worried about the Soviet threat an","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71138526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developmental Fairy Tales: Evolutionary Thinking and Modern Chinese Culture Andrew F. Jones Cambridge, MA: Harvard University Press, 2011. Contents, notes, appendix, glossary of terms, index, images. 259 pp. $49.95 cloth. ISBN: 9780674047952Andrew F. Jones's fascinating and beautifully written book should be read by all those interested in childhood, toys, fairy tales, and the discourse of development and its vernacularization in specific cul tural contexts. A specialist in modern Chinese culture, Jones's earlier book, Yellow Music: Media Culture and Colonial Modernity in the Chinese Jazz Age, was a study of popular music and media culture in Shanghai during the first decades of the twentieth century (Jones 2001). In Developmental Fairly Tales, Jones again weaves together a study of Chinese modernity- this time using one of its most important intellectuals, Lu Xun. This book is as much a monograph on Lu Xun as it is a dynamic examination of his generation's evolutionary thinking. An emphasis on the pedagogical function of culture in its vernacular forms-newspaper article, popular magazine, children's premier, film, and fairy tale-supplies the intellectual link between Jones's earlier work and the current book.The author's effort to restore the child and the beast to a central place in the narration of Chinese modernity is not without precedents. For Lu Xun and his generation, writing about the child and the beast was writing about the endangered nation. Chinese intellectuals and educators used the child and the beast as instruments to think through the issue of development. Jones joins a long tradition of intellectual inquiry into the underprivileged and the disadvantaged, a move that simultaneously confirms and challenges the evolutionary thinking prevalent in the history and historiography of modern Chinese culture. Jones's consistent attention to "the folk" is another manifestation of such interest, as he points out in a recent interview which appeared in a November 30, 2011, issue of New Books in East Asian Studies about his next project, a return to popular music and media culture in Maindesire land China and Taiwan in the 1960s.In defining "development" as "a way of knowing, narrating, and attempting to manage processes of radical historical change" (p. 3) and situating the child and the beast at the center of such processes, Jones radically revises our understanding of modern Chinese cultural development by highlighting vernacular materials (such as children's literature) and their complex engagement with the dilemmas of colonial modernity in China. The crisis of agency, as Jones points out, runs through Lu Xun and his generation's grappling with developmentalist thought (p. …
安德鲁·琼斯:《发展童话:进化思维与中国现代文化》，马萨诸塞州剑桥:哈佛大学出版社，2011年。内容、注释、附录、术语表、索引、图像。259页，49.95美元。所有对童年、玩具、童话、发展话语及其在特定文化背景下的白话化感兴趣的人，都应该阅读安德鲁·f·琼斯这本引人入胜、文笔优美的书。琼斯是中国现代文化方面的专家，他的早期著作《黄色音乐:中国爵士时代的媒体文化和殖民现代性》研究了20世纪头几十年上海的流行音乐和媒体文化(琼斯2001)。在《公平发展的故事》一书中，琼斯再次将对中国现代性的研究编织在一起——这一次使用了中国最重要的知识分子之一——鲁迅。这本书既是一部关于鲁迅的专著，也是对他那一代人进化思想的动态考察。强调文化在其方言形式中的教学功能——报纸文章、通俗杂志、儿童读物、电影和童话——提供了琼斯早期作品和这本书之间的智力联系。作者试图将儿童与野兽重新置于中国现代性叙事的中心位置，这并非没有先例。对于鲁迅和他那一代人来说，写孩子和野兽就是写濒临灭绝的民族。中国的知识分子和教育家把儿童和野兽作为思考发展问题的工具。琼斯加入了对弱势群体进行知识探索的悠久传统，这一举动同时证实了中国现代文化历史和史学中盛行的进化思维。琼斯对“民间”的持续关注是这种兴趣的另一种表现，正如他在2011年11月30日出版的《东亚研究新书》(New Books in East Asian Studies)最近一次采访中所指出的那样，他的下一个项目是回归20世纪60年代中国大陆和台湾的流行音乐和媒体文化。琼斯将“发展”定义为“一种认识、叙述和试图管理激进的历史变革过程的方式”(第3页)，并将儿童和野兽置于这些过程的中心，通过强调乡土材料(如儿童文学)及其与中国殖民现代性困境的复杂联系，从根本上修正了我们对现代中国文化发展的理解。正如琼斯所指出的，代理权的危机贯穿了鲁迅和他那一代人与发展主义思想的斗争(p. ...)
{"title":"Developmental Fairy Tales: Evolutionary Thinking and Modern Chinese Culture","authors":"L. Luo","doi":"10.5860/choice.49-3114","DOIUrl":"https://doi.org/10.5860/choice.49-3114","url":null,"abstract":"Developmental Fairy Tales: Evolutionary Thinking and Modern Chinese Culture Andrew F. Jones Cambridge, MA: Harvard University Press, 2011. Contents, notes, appendix, glossary of terms, index, images. 259 pp. $49.95 cloth. ISBN: 9780674047952Andrew F. Jones's fascinating and beautifully written book should be read by all those interested in childhood, toys, fairy tales, and the discourse of development and its vernacularization in specific cul tural contexts. A specialist in modern Chinese culture, Jones's earlier book, Yellow Music: Media Culture and Colonial Modernity in the Chinese Jazz Age, was a study of popular music and media culture in Shanghai during the first decades of the twentieth century (Jones 2001). In Developmental Fairly Tales, Jones again weaves together a study of Chinese modernity- this time using one of its most important intellectuals, Lu Xun. This book is as much a monograph on Lu Xun as it is a dynamic examination of his generation's evolutionary thinking. An emphasis on the pedagogical function of culture in its vernacular forms-newspaper article, popular magazine, children's premier, film, and fairy tale-supplies the intellectual link between Jones's earlier work and the current book.The author's effort to restore the child and the beast to a central place in the narration of Chinese modernity is not without precedents. For Lu Xun and his generation, writing about the child and the beast was writing about the endangered nation. Chinese intellectuals and educators used the child and the beast as instruments to think through the issue of development. Jones joins a long tradition of intellectual inquiry into the underprivileged and the disadvantaged, a move that simultaneously confirms and challenges the evolutionary thinking prevalent in the history and historiography of modern Chinese culture. Jones's consistent attention to \"the folk\" is another manifestation of such interest, as he points out in a recent interview which appeared in a November 30, 2011, issue of New Books in East Asian Studies about his next project, a return to popular music and media culture in Maindesire land China and Taiwan in the 1960s.In defining \"development\" as \"a way of knowing, narrating, and attempting to manage processes of radical historical change\" (p. 3) and situating the child and the beast at the center of such processes, Jones radically revises our understanding of modern Chinese cultural development by highlighting vernacular materials (such as children's literature) and their complex engagement with the dilemmas of colonial modernity in China. The crisis of agency, as Jones points out, runs through Lu Xun and his generation's grappling with developmentalist thought (p. …","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71136503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Art of Video Games: From Pac-Man to Mass Effect Chris Melissinos and Patrick O'Rourke New York: Welcome Books, 2012. Contents, images, credits. 215 pp. $40.00 paper. ISBN: 9781599621098The Art of Video Games, by Chris Melissinos and Patrick O'Rourke, published in cooperation with the Smithsonian American Art Museum, is a catalog and companion to a high-profile exhibition of the same name that opened at the Smithsonian facility in Washington, DC, in 2012 and is scheduled to travel to many regional museums. This is a lushly illustrated coffee-table book that offers readers full-page, color photographs and succinct summaries of video games, descriptions of their significance, and interviews with many of their creators. Slick and gorgeous, the book offers an important permanent, widely distributable, inexpensive complement to the exhibition.Given the noise the Smithsonian exhibition has stirred up, the bar was high for Melissinos and O'Rourke: the authors needed to prove video games worthy of the moniker "art" and of their standing as part of the "record of the American experience," to pull a quote from the museum's publicity. But for those of us who have long been making, studying, using, and advocating for video games, the mere fact of the exhibit and its publication counts as a success-not so much because the likes of game designers David Crane and Ron Gilbert now find a place beside artists David Hockney and Mary Cassatt, but because video games do belong in a record of the American experience. Melissinos and O'Rourke deserve praise for having spearheaded the project.Beyond that abstract victory, The Art of Video Games is a bittersweet triumph for those with a more nuanced interest in and understanding of video game history. The book's organization of the history of video games into five eras offers an admirable summary of the key trends and shifts in the gaming landscape. Of course, so did earlier illustrated histories such as Rusel DeMaria and Johnny L. Wilson's High Score! The Illustrated History of Video Games (McGraw Hill, 2002), though the latter never reached beyond the enthusiast and is now out of print.But while the shiny pages and fullcolor spreads telegraph official approval, the content is sometimes incomplete and inaccurate. I will pick as an example something I know well, the 1977 Atari Video Computer System (VCS), also known as the Atari 2600. The authors get a lot right. Their coverage of VCS titles such as Pitfall! and the Atari port of Pac-Man, for example, discusses the important technical and historical situations that influenced the creation of these games. But they are less sure-footed in their discussion of Combat, the pack-in title that shipped with the Atari VCS in 1977. They correctly identify it as a port of the Key Games title Tank, but they also draw the conclusion that "developers were just starting to learn how to wring experience from the new platform. As such, Combat was a two-player activity with no computer-
电子游戏的艺术:从《吃豆人》到《质量效应》Chris Melissinos和Patrick O'Rourke纽约:Welcome Books, 2012。内容、图片、演职员表。215页，40美元纸。Chris Melissinos和Patrick O'Rourke与史密森尼美国艺术博物馆合作出版的《the Art of Video Games》，是2012年在华盛顿特区史密森尼博物馆举办的一场备受瞩目的同名展览的目录和伙伴，并计划在许多地区博物馆巡回展出。这是一本插图丰富的咖啡桌书，为读者提供了整页的彩色照片和简洁的电子游戏摘要，描述了它们的意义，并采访了许多它们的创造者。这本书光滑华丽，为展览提供了一个重要的永久的、广泛分发的、廉价的补充。考虑到史密森尼博物馆的展览引起的骚动，梅利西诺斯和奥罗克的门槛很高:作者需要证明电子游戏配得上“艺术”的称号，并证明它们作为“美国经验记录”的一部分的地位，以引用博物馆的宣传。但对于我们这些长期以来一直在制作、研究、使用和倡导电子游戏的人来说，这次展览和它的出版本身就是一个成功——并不是因为像游戏设计师David Crane和Ron Gilbert这样的人现在在艺术家David Hockney和Mary Cassatt旁边找到了一席之地，而是因为电子游戏确实属于美国经验的记录。Melissinos和O'Rourke作为项目的先锋值得赞扬。除了抽象的胜利之外，对于那些对电子游戏历史更感兴趣和理解的人来说，《The Art of Video Games》是一次苦乐参半的胜利。这本书将电子游戏的历史分为五个时代，对游戏领域的主要趋势和变化进行了令人钦佩的总结。当然，早期的插图历史，如罗素·德玛丽亚和约翰尼·l·威尔逊的《高分》也是如此!The Illustrated History of Video Games (McGraw Hill, 2002)，尽管后者从未触及发烧友，现在已经绝版。但是，尽管光鲜亮丽的页面和全彩的版面传达出官方的认可，但内容有时是不完整和不准确的。我将以1977年的雅达利视频计算机系统(VCS)为例，也就是雅达利2600。作者说对了很多。他们对《Pitfall!》以雅达利移植的《吃豆人》为例，讨论了影响这些游戏创作的重要技术和历史情况。但他们在讨论《战斗》(1977年与雅达利VCS一起发行的打包游戏)时就不那么稳健了。他们正确地将其定位为Key Games游戏《Tank》的移植版本，但他们也得出结论:“开发者才刚刚开始学习如何从新平台获取经验。因此，战斗是一种双人活动，游戏中没有电脑控制的竞争对手。”不可否认的是，这款游戏只支持双人模式，但原因要比这个结论复杂得多。事实上，20世纪70年代中期的电子游戏主要是双人肉搏战，而VCS平台的设计就是为了促进这种体验——仅此而已。…
{"title":"The Art of Video Games: From Pac-Man to Mass Effect","authors":"I. Bogost","doi":"10.5860/choice.49-6927","DOIUrl":"https://doi.org/10.5860/choice.49-6927","url":null,"abstract":"The Art of Video Games: From Pac-Man to Mass Effect Chris Melissinos and Patrick O'Rourke New York: Welcome Books, 2012. Contents, images, credits. 215 pp. $40.00 paper. ISBN: 9781599621098The Art of Video Games, by Chris Melissinos and Patrick O'Rourke, published in cooperation with the Smithsonian American Art Museum, is a catalog and companion to a high-profile exhibition of the same name that opened at the Smithsonian facility in Washington, DC, in 2012 and is scheduled to travel to many regional museums. This is a lushly illustrated coffee-table book that offers readers full-page, color photographs and succinct summaries of video games, descriptions of their significance, and interviews with many of their creators. Slick and gorgeous, the book offers an important permanent, widely distributable, inexpensive complement to the exhibition.Given the noise the Smithsonian exhibition has stirred up, the bar was high for Melissinos and O'Rourke: the authors needed to prove video games worthy of the moniker \"art\" and of their standing as part of the \"record of the American experience,\" to pull a quote from the museum's publicity. But for those of us who have long been making, studying, using, and advocating for video games, the mere fact of the exhibit and its publication counts as a success-not so much because the likes of game designers David Crane and Ron Gilbert now find a place beside artists David Hockney and Mary Cassatt, but because video games do belong in a record of the American experience. Melissinos and O'Rourke deserve praise for having spearheaded the project.Beyond that abstract victory, The Art of Video Games is a bittersweet triumph for those with a more nuanced interest in and understanding of video game history. The book's organization of the history of video games into five eras offers an admirable summary of the key trends and shifts in the gaming landscape. Of course, so did earlier illustrated histories such as Rusel DeMaria and Johnny L. Wilson's High Score! The Illustrated History of Video Games (McGraw Hill, 2002), though the latter never reached beyond the enthusiast and is now out of print.But while the shiny pages and fullcolor spreads telegraph official approval, the content is sometimes incomplete and inaccurate. I will pick as an example something I know well, the 1977 Atari Video Computer System (VCS), also known as the Atari 2600. The authors get a lot right. Their coverage of VCS titles such as Pitfall! and the Atari port of Pac-Man, for example, discusses the important technical and historical situations that influenced the creation of these games. But they are less sure-footed in their discussion of Combat, the pack-in title that shipped with the Atari VCS in 1977. They correctly identify it as a port of the Key Games title Tank, but they also draw the conclusion that \"developers were just starting to learn how to wring experience from the new platform. As such, Combat was a two-player activity with no computer-","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71138266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers, the authors state, link play to cognitive and affective processes important for a child's development and overall well-being. In this article, the authors examine the relationships involving pretend play, coping, and subjective well-being (the last of which they conceptualize as positive affect-positive mood-and life satisfaction) and investigate the stability and predictive power of play skills. They report on a study in which they measured the pretend play, coping skills, positive affect, and life satisfaction of thirty girls in kindergarten through fourth grade and compared these measures to the girls' pretend play eighteen months earlier.They found that affect or emotional themes in play related to positive mood in daily life and that imagination and organization in play related to coping ability. Their results, they concluded, also support the stability of imagination and organization in pretend play over time. Key words: coping skills; divergent thinking; imagination in play; make-believe; organization in play; pretend play; subjective well-beingResearch consistently demonstrates that, through play, children develop cognitive and affective processes important for overall functioning. Pretend play relates to and facilitates processes-divergent thinking, insight, imagination, and affect expression-relevant to creativity and creative problem solving (Dansky 1980; Fisher 1992; Moore and Russ 2008; Russ and Grossman-McKee 1990). As children learn to solve problems and think creatively, they cope better and improve their ability to adjust to life's situations (Christiano and Russ 1996). In addition, because play has an impact on the cognitive and affective processes important for development, it also has an effect on a child's subjective well-being. We conceptualize subjective well-being as a combination of life satisfaction and positive affect.The study we present in this article, then, investigated and assessed the relationships involving pretend play, subjective well-being (i.e. the constructs of life satisfaction and positive affect [positive mood]), and coping. In addition, we investigated the predictive power of play-specifically, how play predicted subjective well-being, coping, and, later, play ability.Pretend PlayAlthough play is, of course, a multidimensional construct with meanings that vary in different contexts (Cohen 2006), our study examined pretend play, also called imaginative play, make-believe play, fantasy play, and dramatic play. This type of play involves the use of fantasy, make-believe, and symbolism (Fein 1981). Pretend play possesses an element of "as if " -meaning that one thing represents or stands in for something else (Fein 1987). Udwin (1983) defines it as the ability to engage in play, to transform objects, and to use make-believe action (Udwin 1983).In a review of the literature, Sandra Russ (2004) identified a number of cognitive and affective processes involved in play. Through play, children develo
作者指出，研究人员将玩耍与认知和情感过程联系起来，这对儿童的发展和整体健康都很重要。在这篇文章中，作者研究了假装游戏、应对和主观幸福感(他们将最后一个概念定义为积极情绪和生活满意度)之间的关系，并调查了游戏技能的稳定性和预测能力。他们报告了一项研究，在这项研究中，他们测量了30名从幼儿园到四年级的女孩的假装游戏、应对技巧、积极影响和生活满意度，并将这些测量结果与18个月前女孩的假装游戏进行了比较。他们发现，游戏中的情感主题与日常生活中的积极情绪有关，而游戏中的想象力和组织能力与应对能力有关。他们的结论是，随着时间的推移，他们的研究结果也支持了想象力和组织在假装游戏中的稳定性。关键词:应对技能;发散思维;发挥想象力;假装的;发挥作用的组织;假装玩;研究一致表明，通过玩耍，儿童发展了对整体功能很重要的认知和情感过程。假装游戏与与创造力和创造性解决问题相关的过程——发散思维、洞察力、想象力和影响表达——有关并促进了这些过程(Dansky 1980;费舍尔1992;Moore and Russ 2008;Russ and Grossman-McKee 1990)。当孩子们学会解决问题和创造性地思考时，他们会更好地应对并提高他们适应生活状况的能力(Christiano和Russ 1996)。此外，由于玩耍对发展至关重要的认知和情感过程有影响，它也对儿童的主观幸福感有影响。我们将主观幸福感定义为生活满意度和积极影响的结合。因此，我们在本文中提出的研究调查并评估了假装游戏、主观幸福感(即生活满意度和积极影响[积极情绪]的结构)和应对之间的关系。此外，我们还研究了游戏的预测能力，特别是游戏如何预测主观幸福感、应对能力以及后来的游戏能力。虽然游戏是一种多维结构，在不同的语境下具有不同的意义(Cohen 2006)，但我们的研究考察了假装游戏，也被称为想象游戏、假装游戏、幻想游戏和戏剧游戏。这种类型的游戏包括使用幻想、假装和象征主义。假装游戏拥有“仿佛”的元素——意味着一件事物代表或代表另一件事物。Udwin(1983)将其定义为参与游戏、转换物体和使用假装动作的能力(Udwin 1983)。在对文献的回顾中，Sandra Russ(2004)发现了一些与游戏相关的认知和情感过程。通过游戏，孩子们发展了认知技能，比如将思想组织成因果顺序、产生想法、解决问题和使用象征的能力。发挥作用的认知过程还包括发散性思维——为单一问题产生多种解决方案的能力(Russ等人，1999年)，增强的抽象思维(Saltz, Dixon, and Johnson, 1977年)，以及视角(Youngblade and Dunn, 1995年;费舍尔1992)。此外，Russ(2004)注意到两个广泛的情感过程——进入充满情感的思想和对情感状态的开放——发生在假装游戏中。她建议在游戏中，孩子们接触、学习和体验情感的想法和感受。此外，通过游戏，儿童学会表达和控制情感，调节情绪，并在游戏及其创造力中找到快乐和享受(Singer and Singer 1990)。经验证据表明，游戏、情感和创造力之间存在着重要的关系，因此，在游戏中表现出更大情感的儿童在发散性思维任务中表现得更好(Lieberman 1977;Russ and Grossman-McKee 1990;Russ and Schafer 2006)。…
{"title":"Pretend play, coping, and subjective well-being in children: A follow-up study.","authors":"Julie A. Fiorelli, S. Russ","doi":"10.1037/e700772011-001","DOIUrl":"https://doi.org/10.1037/e700772011-001","url":null,"abstract":"Researchers, the authors state, link play to cognitive and affective processes important for a child's development and overall well-being. In this article, the authors examine the relationships involving pretend play, coping, and subjective well-being (the last of which they conceptualize as positive affect-positive mood-and life satisfaction) and investigate the stability and predictive power of play skills. They report on a study in which they measured the pretend play, coping skills, positive affect, and life satisfaction of thirty girls in kindergarten through fourth grade and compared these measures to the girls' pretend play eighteen months earlier.They found that affect or emotional themes in play related to positive mood in daily life and that imagination and organization in play related to coping ability. Their results, they concluded, also support the stability of imagination and organization in pretend play over time. Key words: coping skills; divergent thinking; imagination in play; make-believe; organization in play; pretend play; subjective well-beingResearch consistently demonstrates that, through play, children develop cognitive and affective processes important for overall functioning. Pretend play relates to and facilitates processes-divergent thinking, insight, imagination, and affect expression-relevant to creativity and creative problem solving (Dansky 1980; Fisher 1992; Moore and Russ 2008; Russ and Grossman-McKee 1990). As children learn to solve problems and think creatively, they cope better and improve their ability to adjust to life's situations (Christiano and Russ 1996). In addition, because play has an impact on the cognitive and affective processes important for development, it also has an effect on a child's subjective well-being. We conceptualize subjective well-being as a combination of life satisfaction and positive affect.The study we present in this article, then, investigated and assessed the relationships involving pretend play, subjective well-being (i.e. the constructs of life satisfaction and positive affect [positive mood]), and coping. In addition, we investigated the predictive power of play-specifically, how play predicted subjective well-being, coping, and, later, play ability.Pretend PlayAlthough play is, of course, a multidimensional construct with meanings that vary in different contexts (Cohen 2006), our study examined pretend play, also called imaginative play, make-believe play, fantasy play, and dramatic play. This type of play involves the use of fantasy, make-believe, and symbolism (Fein 1981). Pretend play possesses an element of \"as if \" -meaning that one thing represents or stands in for something else (Fein 1987). Udwin (1983) defines it as the ability to engage in play, to transform objects, and to use make-believe action (Udwin 1983).In a review of the literature, Sandra Russ (2004) identified a number of cognitive and affective processes involved in play. Through play, children develo","PeriodicalId":45727,"journal":{"name":"American Journal of Play","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57934888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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