PSYC 484 Psychology of Play

Bergen, D. (2015). Psychological approaches to the study of play. American Journal of Play, 8(1), 101-128.

Cambridge Handbook of Play _ Chapter 20 Classic Theories of Play Thomas S. Henricks

Chu & Schulz (2020). Play, Curiosity, and Cognition, 2, 317-343. https://doi.org/10.1146/annurev-devpsych-070120-014806

Cambridge Handbook of Play _ Chapter 8 Infant Sensorimotor Play: Development of Sociocultural Competence & Enactive Cognition Doris Bergen Thompson, B. N., & Goldstein, T. R. (2022). Observing the developmental progression of pretend play across the preschool years. Journal of Cognition and Development, 23(4), 482-502. https://doi.org/10.1080/15248372.2022.2058508 Lockman & Tamis-LeMonda (2021). Young Children’s Interactions with Objects: Play as Practice and Practice as Play, 3, 165-186. https://doi.org/10.1146/annurev-devpsych-050720-102538

Group 1 Presentation: Bijvoet-van den Berg, S., & Hoicka, E. (2019). Preschoolers understand and generate pretend actions using object substitution. Journal of Experimental Child Psychology, 177, 313-334. https://doi.org/10.1016/j.jecp.2018.08.008 Group 2 Presentation: Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. (2017). Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6), e2038. https://doi.org/10.1002/icd.2038 Group 3: Presentation: Kollmayer, M., Schultes, M. T., Schober, B., Hodosi, T., & Spiel, C. (2018). Parents’ judgments about the desirability of toys for their children: Associations with gender role attitudes, gender-typing of toys, and demographics. Sex roles, 79, 329-341. https://doi.org/10.1007/s11199-017-0882-4

Cambridge Handbook of Play _ Chapter 11 Pretend and Social Pretend Play Ageliki Nicolopoulou Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative-and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early childhood research quarterly, 31, 147-162. http://dx.doi.org/10.1016/j.ecresq.2015.01.006

Group 4: Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental science, 21(4), e12603. https://doi.org/10.1111/desc.12603 Group 5: Jaggy, A. K., Kalkusch, I., Bossi, C. B., Weiss, B., Sticca, F., & Perren, S. (2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly, 64, 13-25. https://doi.org/10.1016/j.ecresq.2023.01.012

MIDTERM

Cambridge Handbook of Play _ Chapter 13 Playing Games with Rules in Early Child Care and Beyond Ditte Winther-Lindqvist

Kapitany et al. (2022)-From Childhood Pretense to Adult Imaginative Play, Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2022.774085 Bowman, S. L., & Lieberoth, A. (2018). Psychology and role-playing games. In Role-playing game studies (pp. 245-264). Routledge.

Group 6 Presentation: Brändle, F., Stocks, L. J., Tenenbaum, J. B., Gershman, S. J., & Schulz, E. (2023). Empowerment contributes to exploration behaviour in a creative video game. Nature Human Behaviour, 7(9), 1481-1489. https://doi.org/10.1038/s41562-023-01661-2 Group 7 Presentation: Yang, N., Hurd, P. L., & Crespi, B. J. (2022). Why iPlay: the relationships of autistic and schizotypal traits with patterns of video game use. Frontiers in Psychology, 13, 767446. https://doi.org/10.3389/fpsyg.2022.767446 Group 8 Presentation: Zioga, T., Ferentinos, A., Konsolaki, E., Nega, C., & Kourtesis, P. (2024). Video Game Skills across Diverse Genres and Cognitive Functioning in Early Adulthood: Verbal and Visuospatial Short-Term and Working Memory, Hand-Eye Coordination, and Empathy. Behavioral Sciences, 14(10), 874.

Fosch-Villaronga, E., van der Hof, S., Lutz, C. et al. (2023). Toy story or children story? Putting children and their rights at the forefront of the artificial intelligence revolution. AI & Soc 38, 133-152. https://doi.org/10.1007/s00146-021-01295-w Group 9 Presentation: Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2020). The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. Computers & Education, 143, 103680. https://doi.org/10.1016/j.compedu.2019.103680 Group 10 Presentation: Monacis, L., Griffiths, M.D., Cassibba, R. et al. (2022). Videogame Addiction Scale for Children: Psychometric Properties and Gamer Profiles in the Italian Context. Int J Ment Health Addiction 20, 1984-2005. https://doi.org/10.1007/s11469-020-00406-w

Cambridge Handbook of Play _ Chapter 35 Play Therapy: An introduction to theory and practice Elise Cuschieri Ray, D. C., Burgin, E., Gutierrez, D., Ceballos, P., & Lindo, N. (2022). Child‐centered play therapy and adverse childhood experiences: A randomized controlled trial. Journal of Counseling & Development, 100(2), 134-145. https://doi.org/10.1002/jcad.12412

Cambridge Handbook of Play _ Chapter 36 Political Violence (War and Terrorism) and Children’s Play Esther Cohen