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Re: [xmca] Play and more..
Artin and all,
Thanks for notice of your paper on unstructured play and learning.
I'll be interested to learn what features seem critical to you in
defining "unstructured". The phrase almost seems self-contradictory,
in that play must be at least self-organizing, must come to have a
meaningful form for the participants, in each moment, with some
relation (maybe short-range in time) to other moments.
So I suppose the issue is self-organizing and spontaneous vs.
externally controlled or fixed-by-rules? Clearly I would expect that
when play is more open-ended that there is more ample opportunity to
learn how to engage in open-ended activity! and that is a kind of self-
regulation, if we can so use the term, that seems very different from
learning to play a role in someone else's game. Both are useful social
skills, but the first would seem to me to be the one where the
creative and critical potential is stronger.
Did you find that there were particular kinds of learning that were
better supported by spontaneous/unstructured play?
University of Michigan
Ann Arbor, MI 48109
On Sep 29, 2009, at 7:21 AM, Goncu, Artin wrote:
I am writing in response to the recent post about the use of
dramatic play in early childhood education. We recently wrote a
which we argued and illustrated with some examples that spontaneous
unstructured play can be used as an effective educational activity as
well. The paper is now in press. (The reference is below).
am willing to send a prepublication copy as an e-mail attachment.
are interested, please send me a note off the net.
Göncü, A. Abel, B. & Boshans, M. (in press). The role of attachment
play in young children’s learning and development. In K. Littleton,
Wood, & J. K. Staarman (Eds.) Handbook of Educational Psychology: New
Perspectives on Learning and Teaching, Elsevier.
Artin Goncu, Ph.D
College of Education M/C 147
1040 W. Harrison St.
Chicago, IL 60607
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