Play and Its Role in the Mental Development of the Child

By L. Vygotsky. 1967

Subfields: Cognitive Science & Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Science & Psychology

Citations in the corpus

Inner Monologue: Embodied Reasoning through Planning with Language Models (2022, background): “This raises an intriguing possibility: beyond their ability to interpret natural language instructions, can language models further serve as reasoning models that combine multiple sources of feedback and become interactive problem solvers for embodied tasks, such as robotic manipulation? Prior studi”
Examining the Play–Literacy Interface: A Critical Review and Future Directions (2001, background): “In addition to pointing out cognitive connections between play and literacy, Vygotsky (1978) also emphasized the role of adult-child interactions in development.”
Pretense and representation: The origins of "theory of mind." (1987, background): “Vygotsky (1967) placed great emphasis on the affective aspects of pretense.”
The Power of Play: A Pediatric Role in Enhancing Development in Young Children (2018, background): “‍ 4, 48 This approach harkens back to Vygotsky 28 and the zone of proximal development, which represents the skills that children are unable to master on their own but able to master in the context of stable, and nurturing relationship with an adult.”
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008, unknown): “That is, it bridges or connects limbic processes of physiological and motor arousal and reactivity with cortical goal-directed planning and problem solving.”
Beyond Nintendo: design and assessment of educational video games for first and second grade students (2003, background): “Thus, playing constitutes the first step towards abstract thinking (Vigotsky, 1976).”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “Vygotsky ( 1966 ) argued that ‘As play develops, we see a movement toward the conscious realisation of its purpose’ (p.”
Museums as avenues of learning for children: a decade of research (2016, unknown): “The imaginative aspect of play is one of the most powerful learning tools that children can use in order to make sense of their world (Vygotsky 1967).”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “This notion has led to the arguments for the use of games in preschool establishments and beyond (Vygotsky, 1967).”
Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin (2003, methodology): “Play is a transitional stage in this direction,” during which the substitute object functions as a “pivot” in carrying out the arbitrary separation of the meaning of the word from the object the word actually refers to (Vygotsky, 1967, p. 12).”
Promoting Social and Emotional Learning With Games (2009, background): “In addition, we draw on our collective experience as educational psychologists to identify effective practice when using games to teach SEL.”