April 12, 2010
This is not the full bibliography, however here are the references that I’ve found highly influential.
(after the jump.)
* These are tremendously important works. The foundation of it all.
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: W.W. Norton & Co.
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
* Also important are these researchers who came after Piaget and Vygotsky.
Bruner, J. (1992). The narrative construction of reality. In H. Beilin & P. Pufall (Eds.), Piaget’s Theory: Prospects and Possibilities (pp. 229–248). Hillsdale, NJ: Lawrence Erlbaum.
Garvey, C. (1990). Play (enlarged ed.). Cambridge, MA: Harvard University Press.
Singer, J. L., & Singer, D. G. (2006). Preschoolers’ imaginative play as precursor of narrative consciousness. Imagination, Cognition and Personality, 25, 97-117.
* My Model of Types of Play is a mostly synthesis of these sources.
Fein, G. G. (1975). A transformational analysis of pretending. Dev. Psych., 11, 291–296.
Lifter, K., & Bloom, L. (1998). Intentionality and the role of play in the transition to language. In A. M. Wetherby, S. F. Warren, & J. Richle (Eds.), Transitions in Prelinguistic Communication (pp. 161–195). Baltimore: Paul H Brookes.
McCune-Nicolich, L. (1981). Toward symbolic functioning: Structure of early pretend games and potential parallels with language. Child Development, 52, 785-797.
McCune-Nicolich, L., & Carroll, S. (1981). Development of symbolic play: Implications for the language specialist. Topics in Language Disorders, 2, 1-15.
Smilansky, S., & Shefatya, L. (1990). Facilitating play: A medium for promoting cognitive, socio-emotional, and academic development in young children. Gaithersburg, MD: Psychosocial & Educational Publications.
* J.C. Light influences are too numerous to list here, but this article of hers inspired me to go get a PhD.
Light, J. C. (1997). “Let’s go star fishing”: Reflections on the contexts of language learning for children who use aided AAC. AAC, 13, 158-171.
*Taylor & Iacono did one of the few studies on play/AAC.
Taylor, R., & Iacono, T. (2003). AAC and Scripting Activities to Facilitate Communication and Play. Advances in Speech Language Pathology, 5, 79-93.
*What do kids really say in play? This is what should be in an AAC system! An analysis of the difference between the language available to children and the language their peers use would be interesting. Any takers (I can’t, I’m busy).
Garvey, C., & Kramer, T. L. (1989). The language of social pretend play. Developmental Review, 9, 364-382.
Sawyer, R. K. (2003). Levels of analysis in pretend play discourse: Metacommunication in conversational routines. In D. E. Lytle (Ed.), Play and educational theory and practice (pp. 137–157). Westport, CT: Praeger Publishers.
Sawyer, R. K. (1997). Pretend play as improvisation: Conversation in the preschool classroom. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Schober-Peterson, D., & Johnson, C. J. (1986). Conversational Topics of 4-Year-Olds. J Speech Hear Res, 29, 375-383.
*Other important influences
Andresen, H. (2005). Role Play and Language Development in the Preschool Years. Culture & Psychology, 11, 387-414.
Kim, Y., & Kellogg, D. (2007). Rules out of roles: Differences in play language and their developmental significance. Applied Linguistics, 28, 25-45.
Lifter, K. (2000). Linking assessment to intervention for children with developmental disabilities or at-risk for developmental delay: The Developmental Play Assessment (DPA) instrument. In K. Gitlin-Weiner, A. Sandgrund, & C. Schaefer (Eds.), Play Diagnosis and Assessment, 2nd Edition (pp. 228–261). New York: Wiley.
Someone at the conference mentioned Carol Westby. Westby’s Scale for Assessing Children’s Play is in the same book with Karin Lifter’s stuff I cited here.
I also didn’t list Doris Bergen or James E Johnson. That’s not that they weren’t incredibly influential, but their influence was primarily in that orange bar on the left where there’s a lot of implied information. Any one of those boxes could be its own poster.
Sadly, I haven’t taken advantage of the fact that I could talk to James Johnson in person whenever—his office is literally only a few hundred yards from where I’m sitting.
Someday, I’d like to travel to St. Louis and meet R. Keith Sawyer, too. His early work with developing children has been an inspiration and I feel like he did some of the hard work of developing discourse analysis tools for play so that I don’t have to.