Play and development : evolutionary, sociocultural, and functional perspectives

By Artin Göncü, S. Gaskins. 2006

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Position Exchange Theory: A socio-material basis for discursive and psychological positioning (2014, background): “Children everywhere play (Bruner, Jolly & Sylva, 1976; Göncü & Gaskins, 2007), but what they play at varies (Edwards, 2000).”
‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “Whilst play is a contested area (see Gaskins et al, 2007; Brooker, 2010), and a range of definitions of play may be found within the literature (see Brock, 2009; Fleer, 2009), it is generally understood that in Western communities play activity can be child directed, adult led, or jointly…”
Pedagogical positioning in play – teachers being inside and outside of children's imaginary play (2015, background): “…their play (e.g. Singer et al., 2014), because they no longer know how to play in some communities (e.g. Bodrova, 2008), and that in social contexts, adults do actually teach children how to play (e.g. Ugaste, 2005), suggesting that play is a learned cultural practice (see Goncu & Gaskins, 2007).”