This book explores the shifting geographies and contexts of children’s play and learning. The author examines both free and guided play through the lenses of class, gender and disability, drawing links between face-to-face and online interactions. As young people increasingly spend time in virtual environments it is important to adjust understandings of how, and when, they engage with learning. The book examines play as a continuum of activities and peer interactions, interrogating what it takes to bridge the gap between academic and wellbeing goals for children with disabilities and disadvantage, as well as those at the intersection with other markers of difference (e.g. gender and race). It will be of interest and value to scholars of play and education, as well as those working with disabled or disadvantaged children.
Tabela de Conteúdo
1. Teenage Play and Peer Interactions: Virtual, Social and Emotional Geographies.- 2. Free and Guided Play and Unequal Childhoods.- 3. Play and Learning Behaviours, Attitudes and Aspirations.- 4. Teenage Free and Guided Play in the Era of Intensive Parenting.- 5. Conclusion: Teenagers in the Era of the ‘Super-Connected’ Selves.
Sobre o autor
Dimitra Hartas is Associate Professor at the Centre for Education Studies at the University of Warwick, UK. Her research interests include children’s wellbeing, parenting, social class and social justice, drawing on critical theories of class.
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