Difference between revisions of "Hoey-etal2018"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Elliott M. Hoey; David DeLiema; Rachel S.Y. Chen; Virginia J. Flood; | + | |Author(s)=Elliott M. Hoey; David DeLiema; Rachel S. Y. Chen; Virginia J. Flood; |
|Title=Imitation in children’s locomotor play | |Title=Imitation in children’s locomotor play | ||
|Tag(s)=EMCA; Chidren; Children's play; Immitation | |Tag(s)=EMCA; Chidren; Children's play; Immitation | ||
| Line 10: | Line 10: | ||
|Volume=2 | |Volume=2 | ||
|Number=1 | |Number=1 | ||
| + | |Pages=1–24 | ||
| + | |URL=https://journal.equinoxpub.com/RCSI/article/view/7770 | ||
|DOI=10.1558/rcsi.36016 | |DOI=10.1558/rcsi.36016 | ||
|Abstract=Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we investigate children’s methods and resources for organizing social locomotor play. Using video recordings of 5-6yo children playing during an immersive technologically-mediated science lesson, our analysis shows in fine detail some of the orderliness of social locomotor play. In particular, we demonstrate how children use imitation to organize the initiation and progression of this activity. | |Abstract=Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we investigate children’s methods and resources for organizing social locomotor play. Using video recordings of 5-6yo children playing during an immersive technologically-mediated science lesson, our analysis shows in fine detail some of the orderliness of social locomotor play. In particular, we demonstrate how children use imitation to organize the initiation and progression of this activity. | ||
}} | }} | ||
Latest revision as of 05:13, 13 January 2020
| Hoey-etal2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Hoey-etal2018 |
| Author(s) | Elliott M. Hoey, David DeLiema, Rachel S. Y. Chen, Virginia J. Flood |
| Title | Imitation in children’s locomotor play |
| Editor(s) | |
| Tag(s) | EMCA, Chidren, Children's play, Immitation |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Research on Children and Social Interaction |
| Volume | 2 |
| Number | 1 |
| Pages | 1–24 |
| URL | Link |
| DOI | 10.1558/rcsi.36016 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we investigate children’s methods and resources for organizing social locomotor play. Using video recordings of 5-6yo children playing during an immersive technologically-mediated science lesson, our analysis shows in fine detail some of the orderliness of social locomotor play. In particular, we demonstrate how children use imitation to organize the initiation and progression of this activity.
Notes
