By Arietta Slade, Dennie Palmer Wolf
As they play, childrens do greater than imagine--they additionally invent life-long methods to pondering, feeling, and on the subject of people. for almost a century, scientific psychologists were eager about the content material and interpersonal that means of play. extra lately, developmental psychologists have targeting the hyperlinks among the emergence of symbolic play and evolving notion and language. finally, this quantity bridges the space among the 2 disciplines by means of defining their universal pursuits and via constructing components of interface and interrelatedness. The editors have introduced jointly unique chapters by way of exceptional psychoanalysts, scientific psychologists, social staff, and developmental psychologists who make clear subject matters open air the conventional confines in their respective domain names. therefore the publication good points clinicians exploring matters equivalent to play illustration, narrative, metaphor, and symbolization, and developmentalists studying questions concerning impact, social improvement, clash, and psychopathology. Taken jointly, the members supply a wealthy, integrative view of the various dimensions of early play because it happens between friends, among guardian and baby, and within the context of treatment.
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Extra info for Children at Play: Clinical and Developmental Approaches to Meaning and Representation
Also assessed is the child's capacity to establish an integrated balance between polarities of affect. The extent to which the child is able to engage others in her representational play is an important structural dimension of the child's symbolic ability. A continuum from solitary play to play with an adult character in representational play, and the ability to shift back and forth between reality and pretense are assessed. The degree of adaptiveness in the child's environment is measured through the affective role of the mother or adult present.
Diana sought her mother out in ways that brought Mrs. Sommers into the play as a reciprocal partner while preserving her real identity as a mother. Mrs. Sommers, in turn, was responsive to Diana's overtures. She made herself available to Diana but did not attempt to direct or control her daughter's play. In fully 80% of the play intervals, Mrs. Sommers responded contingently to Diana's play signals. A variety of affective themes were represented. The theme of nurturance was shown in a play sequence where Diana held a baby doll closely, fed her, and then showed the doll's hair ribbon to her mother, who looked at it carefully and helped Diana to fix it better.
1973). One word at a time: The use of single word utterances before syntax. The Hague: Mouton. Bowlby, J. (1979). Attachment and loss. New York: Basic Books. A Clinical-Quantitative Approach to the Assessment of 2- to 4-Year-Olds 31 Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press. Erikson, E. (1940). Studies in interpretation of play: I. Clinical observations of play disruption in young children. Genetic Psychology Monographs, 22, 557-671. Erikson, E.