The tourist: a new theory of the leisure class

The ambiguity of play

The sociology of childhood has been used increasingly as a theoretical perspective in early childhood education since the late 1980s. In Australia, those who draw on the sociology of childhood have tended to use it in similar ways to European counterparts, being guided by six major tenets identified by Prout and James (1997) that form the basis of the sociology of childhood. These include the notion that childhood is a social construction, that childhood is a variable of social analysis and is closely connected to other variables such as class and gender, and that children's relationships and cultures are worthy of study in their own right (p. 8). Further, children are considered as active (rather than passive) agents in their daily lives and to be competent and knowledgeable about their own lives (p. 8). Although the sociology of childhood is comparatively young, there has been little analysis of the key tenets of the position. Morss is an exception and raises some fundamental issues for consideration, which include refining the notion of the 'socially constructed child', a term that is used widely in much that written about the sociology of childhood.

The Sociology of Childhood

EE1290 Positive Behaviour Guidance This course provides a foundation for understanding and guiding children's behaviour. Students will learn the principles of guidance and strategies needed to guide behaviour in positive ways. The focus will be on understanding behaviour and implementing techniques that foster positive relationships and self-esteem, and create opportunities for learning. Major Topics: Introduction to child guidance Influence of adult variables Developmentally appropriate practice for guidance Characteristics of children Self-development Communication as the basis for positive guidance Observation Indirect guidance of behaviour Direct guidance of behaviour

幼兒教育（Early Childhood Education）

Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes.

Classification of Learning Outcomes: Evidence from the Computer Games Literature.

Toda uma escola de pensamento, retomando os grandes temas românticos inaugurados por Jean-Paul Richter e E. T. A. Hoffmann, vê no brincar o espaço da criação cultural por excelência. Deve-se a Winnicott a reativação de um pensamento segundo o qual o espaço lúdico vai permitir ao indivíduo criar e entreter uma relação aberta e positiva com a cultura: \"Se brincar é essencial é porque é brincando que o paciente se mostra criativo\". Brincar é visto como um mecanismo psicológico que garante ao sujeito manter uma certa distância em relação ao real, fiel, na concepção de Freud, que vê no brincar o modelo do princípio de prazer oposto ao princípio de realidade. Brincar torna-se o arquétipo de toda atividade cultural que, como a arte, não se limita a uma relação simples com o real.

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A criança e a cultura lúdica

Brinquedo e cultura

La multiplication des usages de la notion « d’informel » dans le champ de l’education contribue a l’opacification de ce qui est designe ou qualifie par ce terme aux connotations diverses, valorisees ou decriees. Cette note de synthese dresse une cartographie des usages de la notion a partir d’une recension des travaux de recherche francophones et anglophones utilisant le terme ou traitant de ce sujet. Ces travaux sont regroupes en trois domaines : les travaux rapportes a l’education dans les pays du Sud ; les approches relevant du domaine de la psychologie culturelle des apprentissages ; les travaux developpes dans le domaine de l’education et de la formation des adultes, tant dans le domaine du travail, que dans ceux du loisir et des pratiques d’autoformation. Chemin faisant, cet etat des lieux conduit a donner de la visibilite a la diversite des formes sociales d’apprentissage, au-dela des formes educatives instituees, et, en consequence a interroger les theories de l’apprentissage a partir de differentes notions telles que celles de forme educative, d’experience ou de participation.

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De l’usage de la notion d’informel dans le champ de l’éducation

Children’s play and adult gaming, each of which are present in the world of education and training, too often refer to different explanatory paradigms. Is this distinction a legitimate one? In what...

Some elements relating to children's play and adult simulation/gaming

Contents: G. Brougere, D. Buckingham, J. Goldstein, Introduction: Toys, Games, and Media. Part I:Toy Culture. A. Powers, The Revival of the English Toy Theatre. G. Wegener-Spohring, War Toys in the World of Fourth Graders. W. Hartmann, G. Brougere, Toy Culture in Preschool Education and Children's Toy Preferences. C.R. Yano, Kitty Litter: Japanese Cute at Home and Abroad. E. Grugeon, From Pokemon to Potter: Trainee Teachers Explore Children's Media-Related Play, 2000-2003. Part II:Children and Digital Media. E. Seiter, The Internet Playground. M. Albero-Andres, The Internet and Adolescents: The Present and Future of the Information Society. S. Kline, Learners, Spectators, or Gamers? An Investigation of Digital Play in the Media Saturated Household. J. Linderoth, B. Lindstrom, M. Alexandersson, Learning With Computer Games. Part III:How Technology Influences Play. M. Allen, Tangible Interfaces in 'Smart Toys'. D. Bergen, Preschool Children's Play With Rescue Heroes: Effects of Technology-Enhanced Figures on the Themes of Play. L. Plowman, R. Luckin, Children's Interaction with 'Smart' Toys. M. Fabregat, M. Costa, M. Romero, Adaptation of Traditional Toys and Games to New Technologies: New Products Generation.

Gilles Brougère

Papers

A criança e a cultura lúdica

Brinquedo e cultura

De l’usage de la notion d’informel dans le champ de l’éducation

Some elements relating to children's play and adult simulation/gaming

Toys, Games and Media