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[null,"1.","Record Nr.",null,"UNINA9910961602203321"]
[null,null,"Autore",null,"Ariel Shlomo"]
[null,null,"Titolo",null,"Children's imaginative play : a visit to wonderland / / Shlomo Ariel ; foreword by Brian Sutton-Smith"]
[null,null,"Pubbl/distr/stampa",null,"Westport, Conn. : , : Praeger, , 2002"]
[{"$nulls":4},"London : , : Bloomsbury Publishing, , 2024"]
[null,null,"ISBN",null,"9798400625480"]
[{"$nulls":4},"9786610423019"]
[{"$nulls":4},"9781280423017"]
[{"$nulls":4},"1280423013"]
[{"$nulls":4},"9780313012617"]
[{"$nulls":4},"031301261X"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (213 p.)"]
[null,null,"Collana",null,"Child psychology and mental health"]
[null,null,"Disciplina",null,"155.4/18"]
[null,null,"Soggetti",null,"Play - Psychological aspects"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [185]-202) and index."]
[null,null,"Nota di contenuto",null,"Cover -- CHILDREN'S IMAGINATIVE PLAY -- Contents -- Series Foreword -- Foreword -- NOTE -- Preface -- Introduction -- 1  What Is Make-Believe Play? -- A DEFINITION OF MAKE-BELIEVE PLAY: IT'S ALL MENTAL -- A Definition of Make-Believe Play -- MAKE-BELIEVE PLAY AND ITS CLOSE RELATIVES -- Other Forms of Play -- Imitation -- Symbolic Representation -- Pretending -- Fantasy and Imagination -- Storytelling -- Drama -- Delusions -- Rituals -- SUMMARY OF CHAPTER 1 -- A CLASSIFIED LIST OF REFERENCES -- Definitions of Make-Believe Play and Their Cognitive Substrata -- Distinctions Between Make-Believe Play and Other Phenomena -- The Use of the Past Tense in Pretend Play -- Make-Believe Play as Improvisational Theater -- 2  The Cryptic Codes of Make-Believe Play -- MAKE-BELIEVE PLAY AS A SEMIOTIC SYSTEM -- The Scope of the Term \"Language\" -- Analyzing a Particular Make-Believe Play Text -- ANALYSIS OF A DYADIC MAKE-BELIEVE PLAY TEXT -- Observation 1: Peace Forever -- DISTINCTIVE FEATURES OF THE LANGUAGE OF MAKE-BELIEVE PLAY -- Observation 2: The Kittens Are Being Born -- Observation 3: The Pirate and the Shark -- SUMMARY OF CHAPTER 2 -- A CLASSIFIED LIST OF REFERENCES -- Analysis of Language and Other Symbolic Systems -- Componential Analysis -- Analysis of the Linguistic and Logical "]
[{"$nulls":4},"Peculiarities of Make-Believe Play -- Make-Believe Play as a Semiotic System -- Techniques of Textual Analysis Applied to Make-Believe Play -- 3  Make-Believe Play as a Diplomatic Language -- THE REALM OF IMAGINATION AS AN ARENA OF POWER STRUGGLES -- \"PROXIMITY\" AND \"CONTROL\" AS KEY CONCEPTS IN THE ANALYSIS OF INTERPERSONAL RELATIONS -- Observation 4: Easy Riders -- TYPES OF CONCRETE IMAGES OF PROXIMITY AND CONTROL -- THE PLAYING CHILDREN AS MASTER STRATEGISTS -- TYPES OF \"DIPLOMATIC MEANS\" FOR ACHIEVING PROXIMITY OR CONTROL GOALS."]
[{"$nulls":4},"IN PRAISE OF THE METHODICAL LITTLE PUPPETEERS INSIDE THE GIRLS' HEADS -- SUMMARY OF CHAPTER 3 -- A CLASSIFIED LIST OF REFERENCES -- Proximity and Control as Fundamental Social Parameters -- Channeling Conflicts to Play -- Social Functions of Play -- 4  Mini-Legal Systems Regulating Sociodramatic Play -- THE CULTURAL SPECIFICITY OF MINI-LEGAL SYSTEMS -- A SAMPLE OF LAWS -- Leadership Laws -- Participation Laws -- Territory Laws -- Possession Laws -- Interrelations among Laws -- Sanctions against Lawbreakers -- THE NATURE OF \"LEGAL\" NEGOTIATIONS -- Observation 5: The Magic Finger or the Sword? -- ADULTS' RULES AND CHILDREN'S LAWS -- SUMMARY OF CHAPTER 4 -- A CLASSIFIED LIST OF REFERENCES -- Mini-Legal Systems -- Play-Related Social Interactions -- 5  Make-Believe Play as an Emotional Moderator -- A COMPLEX MECHANISM MEDIATES BETWEEN PLAY AND THE CHILD'S EMOTIONAL LIFE -- Observation 6: The Soldier and the Submarine -- INFORMAL ANALYSIS OF \"THE SOLDIER AND THE SUBMARINE\"-DETECTING THE EMOTIONAL REGULATION MECHANISM -- Scene 1: Curiosity, Adventurousness, Courage, Aesthetic Interest -- Scene 2: Panic, Tension, Unrest, Acting Out of Distress -- Scene 3: Rest, Gradual relaxation, Recovery -- Scene 4: New Dangers and Fears -- A PRINCIPLED PSYCHOLOGICAL EXPLANATION FOR THE EMOTIONAL MECHANISM REGULATING PLAY -- APPLYING CDCA TO \"THE SOLDIER AND THE SUBMARINE\" -- THE VALIDITY OF THE CDCA OF \"THE SOLDIER AND THE SUBMARINE\" -- Observation 7: The Naughty Teddy Bear and the Mixed-Up Rooster -- SUMMARY OF CHAPTER 5 -- A CLASSIFIED LIST OF REFERENCES -- Regulative Mechnisms -- Theories of Emotions and Cognition -- The Functions of Play as an Emotional-Regulative Mechanism -- 6  Make-Believe Play and the Developing Child -- THE DEVELOPMENTAL STAGES OF MAKE-BELIEVE PLAY -- The Beginning of Make-Believe Play -- The Middle Stage-The Third and Fourth Years."]
[{"$nulls":4},"Observation 8: Secrets -- Observation 9: The Plane and the Washing Machine -- The Latest Stage-Sociodramatic Play -- Sense Perception and Attention -- Memory -- Observation 10: The Very Funny Truck -- Creative thinking and problem solving -- Insight, Introspection and Self-awareness -- Organization and Planning -- Observation 11: The Naughty Teddy Bear and the Mixed-Up Rooster (a fuller version) -- Knowledge and Understanding of the World -- Observation 12: The Power of Good and the Power of Evil -- Socialization -- The Waning of Make-Believe Play -- SCIENTIFIC RESEARCH -- SUMMARY OF CHAPTER 6 -- A CLASSIFIED LIST OF REFERENCES -- Make-Believe Play and Social Development -- Make-Believe Play and Cognitive Development -- Research on Play Development -- 7  Make-Believe Play in a Cross-Cultural Perspective -- ETHNOGRAPHIC RESEARCH OF MAKE-BELIEVE PLAY-THE METHODOLOGICAL LIMITATIONS -- TYPES OF ANTHROPOLOGICAL EXPLANATION -- APPROACHES TO SOCIALIZATION RESEARCH -- MODERN VERSUS TRADITIONAL CULTURES -- ADULTS' ATTITUDES TOWARD CHILDREN'S PLAY IN DIFFERENT CULTURES -- ARE WORK AND FORMAL SCHOOLING DONE AT THE EXPENSE OF PLAY? -- ARE THERE CULTURES IN WHICH CHILDREN DO NOT PLAY MAKE-"]
[{"$nulls":4},"BELIEVE GAMES AT ALL? -- IS THE MAKE-BELIEVE PLAY OF TRADITIONAL CHILDREN PURELY MIMETIC? -- IS THE MAKE-BELIEVE PLAY OF TRADITIONAL CHILDREN COLLECTIVISTIC? -- IS THE MAKE-BELIEVE PLAY OF TRADITIONAL CHILDREN MOLDED INTO TRADITIONAL FORMATS? -- IS THE MAKE-BELIEVE PLAY OF CHILDREN OF LOW-INCOME FAMILIES AND TRADITIONAL SOCIETIES DULLER? -- CROSS-CULTURAL COMPARISONS OF THE LEVEL OF MAKE-BELIEVE PLAY -- DO TRADITIONAL CHILDREN HAVE PLAY-RELATED \"MINI-LEGAL SYSTEMS\"? -- Excerpt 1 -- Excerpt 2 -- Excerpt 3 -- Excerpt 4 -- RELATIONS BETWEEN SOCIAL STRUCTURE, SOCIALIZATION AND THE NATURE OF SOCIODRAMATIC PLAY -- HOW GENERALIZABLE ARE THE RESULTS OF THE ORANIM STUDY?."]
[{"$nulls":4},"SUMMARY OF CHAPTER 7 -- A CLASSIFIED LIST OF REFERENCES -- Theoretical Orientations in Anthropology -- Modern versus Traditional Societies -- Theoretical Studies, Bibliographies and Literature Reviews on the Anthropology of Play -- Ethnographic Studies of Make-Believe Play -- 8  Applications of Make-Believe Play in Education -- EDUCATIONAL PLAY DIAGNOSIS -- TRAINING IN MAKE-BELIEVE PLAY SKILLS -- IN VIVO INSTRUCTION IN MAKE-BELIEVE PLAY SKILLS -- ACTIVE INVOLVEMENT IN THE CHILDREN'S PLAY FOR SPECIFIC EDUCATIONAL GOALS -- Enhancing Self-control -- Overcoming Negativism -- Teaching Arithmetic by Make-believe Play -- SUMMARY OF CHAPTER 8 -- A CLASSIFIED LIST OF REFERENCES -- The Role of Make-Believe Play in Education -- Techniques of Training in Make-Believe Play Skills -- 9  Play Therapy -- MAIN PLAY THERAPY METHODS -- Psychoanalytic Play Therapy -- Jungian Play Therapy -- Adlerian Play Therapy -- Child-Centered Play Therapy -- Cognitive-Behavioral Play Therapy -- Ecosystemic Play Therapy -- EVALUATION OF PLAY THERAPY METHODS -- AN INTEGRATIVE THEORY OF PLAY THERAPY -- The Scope of the Theory and the Language in Which It Is Formulated -- Explaining the Etiology of Symptoms-Dysfunctional Attempts to Restore Lost Simplicity -- The Goals of Play Therapy-\"Debugging\" the Information-Processing System and Restoring its Simplicity -- Make-Believe Play as a Debugging Instrument-Bug-Busters -- Bug-Busters Derived from the Definition of Make-Believe Play -- Bug-Busters Derived from the Emotional-Homeostatic Functions of Make-Believe Play -- Bug-Busters Derived from the Social-Communicational Functions of Make-Believe Play -- Make-Believe Play as a Vehicle of Therapeutic Communication -- MAKE-BELIEVE PLAY DIAGNOSIS -- INDICATIONS FOR REFERRAL -- SUMMARY OF CHAPTER 9 -- A CLASSIFIED LIST OF REFERENCES -- Play Diagnosis -- Methods of Play Therapy."]
[{"$nulls":4},"Integrative Play Therapy -- Models Guiding Practice -- Summary and Apologia -- Appendix:  Analyzing a Make-Believe Play Text-Procedures and Heuristic Techniques -- INTRODUCTION -- Observation 13: The Shrunken People -- AN INFORMAL ANALYSIS OF \"THE SHRUNKEN PEOPLE\" -- Excerpt 1 -- Excerpt 2 -- Excerpt 3 -- Excerpt 4 -- Excerpt 5 -- Excerpt 6 -- A FORMAL ANALYSIS OF \"THE SHRUNKEN PEOPLE\" -- First Step: Identifying and Describing Signifier-Signified Units -- Substep 1 (analyzing signifiers into types of expressive media across time) -- Substep 2 (analyzing the tabulated observation into minimal signifier-signified units) -- Second Step: Identifying and Describing Structures -- Third Step: Identifying and Describing the Uses of Structures, Their Creators' Presuppositions and Purposes -- Fourth Step: Spelling Out the Uses of Out-of-Play Structures that Say Something about In-Play Structures -- MACROSCOPIC ANALYSIS AND RULE FORMULATION -- Fifth step: Formulating Rules -- Context-Dependent Componential Analysis -- CDCA of a Sample of Minimal "]
[{"$nulls":4},"Signifiers Produced by Avshalom -- CDCA of a Sample of Minimal Signified Produced by Avshalom in \"The Shrunken People\" -- How Do the Results of the CDCAs Facilitate the Formulation of Rules? -- Correspondence Between Signifiers and Signified -- Fluctuations of Energy and Potency in the Play Text -- Avshalom's Sequence List -- Sharon's Sequence List -- A Syntactic Rule Governing the Play Interactions Between Avshalom and Sharon -- Tracing Purposes and Presuppositions to Arrive at the Players' Goals and Plans -- References -- Index -- About the Author."]
[null,null,null,"Sommario/riassunto","In this visit to the wonderland of children's imaginative, make-believe play, readers are be exposed to both a general, bird's-eye view of the whole of this fascinating realm, and to a closer look at its diverse regions. This volume examines the borderlines between make-believe play and akin phenomena such as dreams, drama, and rituals. Readers will become acquainted with the secret codes of make-believe play. These codes are activated in both covert and overt power struggles among children as well as in the child's internal theater of emotions. Readers will have the opportunity to examine these uses by looking at real-life sociodramatic play scenes. Also, the development of make-believe play and its interface with the child's general cognitive and socioemotional development is traced. This volume enables readers to consider children of various cultures at play, and investigates whether make-believe play and its characteristics are universal or culture-specific. Make-believe play has been investigated across fields including cognitive, clinical, developmental, and social psychology, as well as linguistics, anthropology, and sociology. In this book, a comprehensive, integrative model is proposed, in which all of these approaches are synthesized into a single, coherent whole. The unifying hypothesis behind this synthesis is that make-believe play is a semiotic system, a body of signs and symbols, a language by means of which children express themselves and communicate. This language enables children to regulate and balance both their inner emotional life and their social life. Another central hypothesis is therefore that make-believe play functions as an homeostatic feedback mechanism for controlling the level of arousal around the child's central concerns, as well as the level of interpersonal conflict around issues of social proximity and power. Therapeutic and education applications of make-believe play are derived from these hypotheses and their ramifications."]