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Journal articles on the topic 'Self-play'

Author: Grafiati
Published: 1 September 2021
Last updated: 18 February 2022

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1

Haworth, G. Mc C. "SELF-PLAY: STATISTICAL SIGNIFICANCE." ICGA Journal 26, no. 2 (June 1, 2003): 115–18. http://dx.doi.org/10.3233/icg-2003-26207.

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2

Beidler, Paul. "Gender, Self, and Play." Angelaki 11, no. 2 (August 2006): 31–48. http://dx.doi.org/10.1080/09697250601029184.

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3

Guss, Faith. "Reconceptualizing Play: Aesthetic Self-Definitions." Contemporary Issues in Early Childhood 6, no. 3 (September 2005): 233–43. http://dx.doi.org/10.2304/ciec.2005.6.3.4.

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This article aims to trouble the identity of children's dramatic play(ing). It contains two interweaving threads of discourse. In one thread lies a discussion of how children can trouble and extend their own identities through the aesthetic form-languages and conventions they employ and deploy in their dramatic playing/pretend playing. Whereas adults exchange thoughts verbally, children enter the play-arena and converse and reflect with, and in, dramatic form-languages. In dramatic form, through taking the perspective of, and momentarily becoming, The Other, the children problematize and construct temporary identities. In each dramatic enactment they are in a reflective process of becoming. In the second thread of discourse, the article troubles the theoretical identity of dramatic playing — as it is perceived in the dominant play theory of sociology, which defines playing as reproduction. This issue is addressed through the aesthetic concept of mimesis, by which playing is defined as critical transformation. In the interpretative work the author shows how, in the privacy of the children's play-culture, they have the cultural occasion, space, and liberty to take control: to question, to speak for themselves, to represent, transform and define themselves. The players can experiment with standpoints, redefine their identities and, thereby, take back their power of self-definition. Cultural hegemony can be turned on its head.
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4

Gehlbach, Roger D. "Children's Play and Self-Education." Curriculum Inquiry 16, no. 2 (1986): 203. http://dx.doi.org/10.2307/1179770.

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5

Gehlbach, Roger D. "Children's Play and Self-Education." Curriculum Inquiry 16, no. 2 (June 1986): 203–13. http://dx.doi.org/10.1080/03626784.1986.11076000.

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6

Przybylski, Andrew K., Netta Weinstein, Kou Murayama, Martin F. Lynch, and Richard M. Ryan. "The Ideal Self at Play." Psychological Science 23, no. 1 (December 14, 2011): 69–76. http://dx.doi.org/10.1177/0956797611418676.

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7

Taylor, T. L. "Self-Games and Body-Play." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 680–81. http://dx.doi.org/10.1177/009430610403300626.

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8

Gil, Eliana, and Lawrence Rubin. "Countertransference play: Informing and enhancing therapist self-awareness through play." International Journal of Play Therapy 14, no. 2 (2005): 87–102. http://dx.doi.org/10.1037/h0088904.

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9

Egliston, Ben. "Quantified Play: Self-Tracking in Videogames." Games and Culture 15, no. 6 (May 27, 2019): 707–29. http://dx.doi.org/10.1177/1555412019845983.

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This essay develops the concept of “quantified play” to describe and analyze the recent practice of self-tracking in the play of videogames. I argue that statistical, self-tracking utilities in videogames shape how gameplay “appears” and how it is experienced and valued by users. I proceed by situating contemporary self-tracking in games as part of a broader history of play as “quantified.” From there, drawing on interdisciplinary studies of self-tracking, as well as Bernard Stiegler’s postphenomenological analyses of technology, I characterize quantified play in three main ways. First, it is voluntary and occupied with self-knowledge. Second, it is used in mundane or everyday contexts. Third, it relates to the habitual faculty of users. The remainder of the essay illustrates the concept of quantified play through two examples of tracking hardware and software—showing how numerical or statistical apprehensions of player activity (and visualizations thereof) shape how we negotiate videogames.
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10

Schwarzmueller, Gretchen, and Vincent Rinaldo. "The Importance of Self-Directed Play." Kappa Delta Pi Record 49, no. 1 (January 17, 2013): 37–41. http://dx.doi.org/10.1080/00228958.2013.759848.

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11

Zachariou, Antonia, and David Whitebread. "Musical play and self-regulation: does musical play allow for the emergence of self-regulatory behaviours?" International Journal of Play 4, no. 2 (May 4, 2015): 116–35. http://dx.doi.org/10.1080/21594937.2015.1060572.

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12

Heinz, Ernst A. "SELF-PLAY, DEEP SEARCH AND DIMINISHING RETURNS." ICGA Journal 24, no. 2 (June 1, 2001): 75–79. http://dx.doi.org/10.3233/icg-2001-24205.

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13

Aprianti, Melani. "SELF REGULATION WITH SENSORY PLAY FOR CHILDREN." ICCD 2, no. 1 (November 26, 2019): 427–31. http://dx.doi.org/10.33068/iccd.vol2.iss1.175.

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Self-regulation in children 5-6 years really needs to be improved because at this age children often force the will (desire) by showing the ability to choose, do and decide something on their own. If the child already knows the rules, the child will feel secure , because the child knows which actions are allowed and which are not allowed. If the rules are embedded, the child will try to avoid the actions that are prohibited and tend to do things that are recommended. The purpose of this activity is to provide psychologists to help provide sensory games for children in PPKS Cempaka to provide stimulus to early childhood learning and self-regulation. Activities are given by PACE (Positive, Active, Clear, and Energetic method) or Positive, Active, Responsive, and Energetic through Brain gym activities.
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14

Fillingham, Sarah. "Using messy play to promote self-discovery." Early Years Educator 21, no. 2 (June 2, 2019): 35–37. http://dx.doi.org/10.12968/eyed.2019.21.2.35.

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15

Savina, Elena. "Does play promote self-regulation in children?" Early Child Development and Care 184, no. 11 (January 13, 2014): 1692–705. http://dx.doi.org/10.1080/03004430.2013.875541.

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16

Laney, Mary D. "Therapeutic Play: Dyadic Explorations and Self Derivation." Contemporary Psychology: A Journal of Reviews 38, no. 4 (April 1993): 416–17. http://dx.doi.org/10.1037/033253.

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17

White, J. M. "The Self-Dawning Play of Primordial Wisdom." Janus Head 11, no. 1 (2009): 188–94. http://dx.doi.org/10.5840/jh200911130.

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18

Pugliese, Alice. "Play and Self-Reflection. Eugen Fink’s Phenomenological Anthropology." Dialogue and Universalism 28, no. 4 (2018): 215–29. http://dx.doi.org/10.5840/du201828464.

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19

Adelman, Clem. "Self‐activity and research into theories of play." Evaluation & Research in Education 1, no. 3 (January 1987): 113–29. http://dx.doi.org/10.1080/09500798709533227.

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20

Mahatanankoon, Pruthikrai. "Self-determination of work play asynchronous mobile communication." International Journal of Mobile Communications 8, no. 3 (2010): 334. http://dx.doi.org/10.1504/ijmc.2010.032978.

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21

Sturgess, Jennifer, and Jenny Ziviani. "A self-report play skills questionnaire: Technical development." Australian Occupational Therapy Journal 43, no. 3-4 (September 1996): 142–54. http://dx.doi.org/10.1111/j.1440-1630.1996.tb01850.x.

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22

Fall, Marijane. "Self-efficacy: An additional dimension in play therapy." International Journal of Play Therapy 3, no. 2 (1994): 21–32. http://dx.doi.org/10.1037/h0089133.

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23

Cohen, J. E. "Power/play: Discussion of Configuring the Networked Self." Jerusalem Review of Legal Studies 6, no. 1 (December 1, 2012): 137–49. http://dx.doi.org/10.1093/jrls/jlt013.

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24

Chen, Li-Xian, and Chuen-Tsai Sun. "Self-regulation influence on game play flow state." Computers in Human Behavior 54 (January 2016): 341–50. http://dx.doi.org/10.1016/j.chb.2015.08.020.

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25

Ahn, Jiryung, and Margot Filipenko. "Narrative, Imaginary Play, Art, and Self: Intersecting Worlds." Early Childhood Education Journal 34, no. 4 (December 7, 2006): 279–89. http://dx.doi.org/10.1007/s10643-006-0137-4.

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26

Compagnoni, Miriam, Yves Karlen, and Katharina Maag Merki. "Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten." Metacognition and Learning 14, no. 3 (March 30, 2019): 291–314. http://dx.doi.org/10.1007/s11409-019-09190-y.

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27

Robson, Sue. "Self-regulation and metacognition in young children's self-initiated play and Reflective Dialogue." International Journal of Early Years Education 18, no. 3 (September 2010): 227–41. http://dx.doi.org/10.1080/09669760.2010.521298.

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28

Wiering, Marco A. "Self-Play and Using an Expert to Learn to Play Backgammon with Temporal Difference Learning." Journal of Intelligent Learning Systems and Applications 02, no. 02 (2010): 57–68. http://dx.doi.org/10.4236/jilsa.2010.22009.

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29

Han, You-Jin, Mi-Yeon Kim, and Ji-Kyoung Choi. "Effects of collective sand play programs on self-concepts." Correction Welfare Society of Korea 64 (February 29, 2020): 119–43. http://dx.doi.org/10.35422/cwsk.2020.64.119.

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30

Hirsch, Colette R., David M. Clark, Andrew Mathews, and Ruth Williams. "Self-images play a causal role in social phobia." Behaviour Research and Therapy 41, no. 8 (August 2003): 909–21. http://dx.doi.org/10.1016/s0005-7967(02)00103-1.

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31

Bae-Dimitriadis, Michelle. "Performing “Planned Authenticity”: Diasporic Korean Girls’ Self-Photographic Play." Studies in Art Education 56, no. 4 (July 2015): 327–40. http://dx.doi.org/10.1080/00393541.2015.11518974.

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32

Lochrie, Sean, Ian W. F. Baxter, Elaine Collinson, Ross Curran, Martin Joseph Gannon, Babak Taheri, Jamie Thompson, and Ozge Yalinay. "Self-expression and play: can religious tourism be hedonistic?" Tourism Recreation Research 44, no. 1 (November 19, 2018): 2–16. http://dx.doi.org/10.1080/02508281.2018.1545825.

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33

Meany-Walen, Kristin K., Alyssa Cobie-Nuss, Eric Eittreim, Sunny Teeling, Stacy Wilson, and Chuck Xander. "Play therapists’ perceptions of wellness and self-care practices." International Journal of Play Therapy 27, no. 3 (July 2018): 176–86. http://dx.doi.org/10.1037/pla0000067.

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34

Ivrendi, Asiye. "Choice-driven peer play, self-regulation and number sense." European Early Childhood Education Research Journal 24, no. 6 (October 18, 2016): 895–906. http://dx.doi.org/10.1080/1350293x.2016.1239325.

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35

Wilson, Brittany J., and Dee Ray. "Child-Centered Play Therapy: Aggression, Empathy, and Self-Regulation." Journal of Counseling & Development 96, no. 4 (September 11, 2018): 399–409. http://dx.doi.org/10.1002/jcad.12222.

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36

Werman, David S. "Work Love Play: Self/Repair in the Psychoanalytic Dialogue." American Journal of Psychotherapy 47, no. 1 (January 1993): 144–45. http://dx.doi.org/10.1176/appi.psychotherapy.1993.47.1.144.

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37

Beresin, Anna R. "O.P.: collection as celebration of children's self-organized play." International Journal of Play 3, no. 3 (September 2, 2014): 321–25. http://dx.doi.org/10.1080/21594937.2014.976031.

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38

Shoshana, Avi. "Role-Play and “As If” Self in Everyday Life." Ethos 41, no. 2 (May 14, 2013): 150–73. http://dx.doi.org/10.1111/etho.12013.

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39

Turner, Robert L. "Jerónima's Divided Self: Role-play in El amor médico." Confluencia: Revista Hispánica de Cultura y Literatura 34, no. 1 (2018): 2–13. http://dx.doi.org/10.1353/cnf.2018.0033.

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40

Milne, Catherine. "Deconstructing games as play: progress, power, fantasy, and self." Cultural Studies of Science Education 7, no. 4 (October 23, 2012): 761–65. http://dx.doi.org/10.1007/s11422-012-9462-7.

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41

Jamaludin, Azilawati, Mi Song Kim, and Wei Loong David Hung. "Unpacking self and socio dialectics within learners' interactive play." Computers & Education 59, no. 3 (November 2012): 1009–20. http://dx.doi.org/10.1016/j.compedu.2012.03.022.

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42

Lobas, L. G., and Yu L. Vashchenko. "Self-oscillations of two-element systems with free play." Soviet Applied Mechanics 27, no. 3 (March 1991): 307–14. http://dx.doi.org/10.1007/bf00888153.

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43

Lutz, Meredith C., and Peter G. Judge. "Self-handicapping during play fighting in capuchin monkeys (Cebus apella)." Behaviour 154, no. 9-10 (2017): 909–38. http://dx.doi.org/10.1163/1568539x-00003449.

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Play may serve several potential functions, including learning to overcome unexpected circumstances. Self-handicapping, during which individuals do not utilize their full strength, is proposed to provide training for the unexpected. If self-handicapping occurs, then play fight intensity should decrease as partner age discrepancy increases. By playing with reduced intensity, the older partner self-handicaps, exposing itself to situations that it does not fully control. Self-handicapping was investigated in a captive group of brown capuchin monkeys (Cebus apella) by recording the duration and sequence of play during focal samples. All instances of play fighting were scored from video for intensity. As the age difference between the partners increased, the intensity of play bouts decreased. Since partners with larger age disparities played less intensely, results provided quantitative evidence for self-handicapping, although additional factors may affect play intensity. We suggest that self-handicapping encourages play and provides support for the training for the unexpected hypothesis.
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44

Khomais, Sama, Naseima Al-Khalidi, and Duha Alotaibi. "Dramatic Play In Relation To Self- Regulation In Preschool Age." Contemporary Issues in Education Research (CIER) 12, no. 4 (October 1, 2019): 103–12. http://dx.doi.org/10.19030/cier.v12i4.10323.

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This study aims to investigate the relationship between dramatic play and self-regulation in preschool age. The descriptive correlational methodology is utilized using three tools: dramatic play questionnaire, self-regulation scale (Head, Toes, Knees, and Shoulders), and children’s interviews. The sample of the study consists of 60 children aged 4-6 years. Quantitative analysis is done using the Pearson Correlation Coefficient, factor analysis, and multiple regression analysis. The interviews with children are qualitatively analyzed calculating frequency, and percentage of coded data. The findings reveal a significant positive correlation between dramatic play and self-regulation. Besides, it is found that self-regulation could be predicted through the dimension of interactions with others during dramatic play. The study also proves a defect in the quality of dramatic play in terms of social interaction, symbolism, and themes and roles practiced by children. In the light of these results, the researchers suggest that mothers and teachers’ awareness of the importance of quality dramatic play should be enhanced, to enable them to allow and plan for quality play. Also, allowing flexibility in preschool programs could support teachers’ efforts in enhancing play engagement and development. Finally, this study has facilitated further research in the Arabian region, since it highlighted a valid, cross-cultural tool for measuring self-regulation in the Arabic language.
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45

Park, Mi Jung and OhmJungae. "Relationship between Young Children’s Self-Regulated Learning and Play Behavior." EARLY CHILDHOOD EDUCATION & CARE 12, no. 3 (July 2017): 25–46. http://dx.doi.org/10.16978/ecec.2017.12.3.002.

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46

Heinz, Ernst A. "FOLLOW-UP ON "SELF-PLAY, DEEP SEARCH, AND DIMINISHING RETURNS"." ICGA Journal 26, no. 2 (June 1, 2003): 75–80. http://dx.doi.org/10.3233/icg-2003-26203.

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47

E. Pereira,, Michael, and Matthew C. Preisser. "Do Strong Primate Players ‘Self-Handicap’ during Competitive Social Play?" Folia Primatologica 69, no. 3 (1998): 177–80. http://dx.doi.org/10.1159/000021581.

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48

Yokota, Junko. "Postmodern picturebooks: Play, parody, and self-referentiality (review)." Bookbird: A Journal of International Children's Literature 47, no. 4 (2009): 60–61. http://dx.doi.org/10.1353/bkb.0.0209.

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49

Klinke, Ian. "Self-annihilation, nuclear play and West Germany's compulsion to repeat." Transactions of the Institute of British Geographers 41, no. 2 (January 22, 2016): 109–20. http://dx.doi.org/10.1111/tran.12108.

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50

Tschannen-Moran, Megan, and Denise Johnson. "Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play." Teaching and Teacher Education 27, no. 4 (May 2011): 751–61. http://dx.doi.org/10.1016/j.tate.2010.12.005.

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