This book explores the shifting geographies and contexts of children's play and learning. The author examines both free and guided play through the lenses of class, gender and disability, drawing links between face-to-face and online interactions. As young people increasingly spend time in virtual environments it is important to adjust understandings of how, and when, they engage with learning. The book examines play as a continuum of activities and peer interactions, interrogating what it takes to bridge the gap between academic and wellbeing goals for children with disabilities and disadvantage, as well as those at the intersection with other markers of difference (e.g. gender and race). It will be of interest and value to scholars of play and education, as well as those working with disabled or disadvantaged children.
Author(s): Dimitra Hartas
Publisher: Palgrave Pivot
Year: 2020
Language: English
Pages: 126
City: Cham
Preface
What Is Virtual and What Is Real in Children’s Play?
About this Book
Data Sources Used for This Book
Chapter Summaries
Virtual Encounters in the Time of the Coronavirus Pandemic
References
Acknowledgements
Contents
List of Tables
Chapter 1: Teenage Play and Peer Interactions: Virtual, Social and Emotional Geographies
Shifting Geographies and a Sense of Place
Physical and Virtual Geographies and Play
National Trends in Teenage Offline and Online Play
Teenage Online and Offline Play and Wellbeing
Digital Play and Wellbeing in Teenage Boys and Girls
Face-to-Face Peer Interactions and Wellbeing
What Makes Teenagers Happier: Online or Offline Play?
References
Chapter 2: Free and Guided Play and Unequal Childhoods
Social Class and Online and Offline Play
Digital Play, Family Income and Parent Education and Occupational Status
Face-to-face Peer Interactions, Extra-Curricular Activities and Family Income, Parent Education and Occupational Status
Unequal Play and Peer Interactions
Gender and Online and Offline Play
Girls Online
Ethnicity and Online and Offline Play
Social, Emotional and Behavioural Difficulties in Teenagers and Play
Social, Emotional and Behavioural Difficulties, Prosocial Behaviour and Digital Play
Social, Emotional and Behavioural Difficulties, Play and Bullying
Teenage Play and Difference
References
Chapter 3: Play and Learning Behaviours, Attitudes and Aspirations
Digital Play, Academic Motivation, Self-Esteem and Aspirations in Teenage Boys and Girls
Face-to-face Play, Learning Attitudes and Aspirations in Teenage Boys and Girls
Extra-Curricular Activities, Learning Attitudes and Aspirations in Teenage Boys and Girls
References
Chapter 4: Teenage Free and Guided Play in the Era of Intensive Parenting
Digital Play and Parent-Young Person Interaction, Communication and Emotional Closeness
Face-to-face Play and Parent-Young Person Interaction, Communication and Emotional Closeness
Extra-curricular Activities and Parent-Young Person Interaction, Communication and Emotional Closeness
Parenting Cultures and Teenage Play
References
Chapter 5: Conclusion: Teenagers in the Era of the ‘Super-Connected’ Selves
Space and the ‘Super-Connected’ Selves
A Sense of Virtual Place
Are Virtual Places Unequal?
Final Thoughts
References
References
Index
