Ambiguity and possibility
Cognitive and educational grounds for play
Bibliographic Data
| ID | 4486063 |
|---|---|
| Authors | David Ro (0000-0001-6761-0610), D Ross (0009-0002-9442-2732, corresponding author) |
| Year | 2013 |
| Volume | 2 |
| Issue | 1 |
| Pages | 22-31 |
| Publication date | 2013-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Play (JOURNAL) |
| Journal identifiers | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2013.771604 |
| OpenAlex | W2084970420 |
| Language | EN |
| References cited | 14 |
This paper discusses the pivotal role of play in human development and evolution and its fundamental importance in education. First, drawing upon the work of Donald, I contextualize claims concerning play by regarding the role of culture in our development as a species. Next, I call upon Bateson's work on animal play to explore the cognitive skills required to negotiate ambiguous contexts in play and the ways these foster metacognition. I then consider Vygotsky's analysis of play, which suggests numerous benefits of conceiving of play as both a prerequisite condition for learning and a means for actualizing student potential. Finally, I look at Carse's notion of infinite games to frame play in ways that provoke educators to reconceptualize learning praxes by considering the impact the understandings of play discussed have upon the co-creation of school culture
Ambiguity · Cognition · Cognitive science · Epistemology · Metacognition · Negotiation · Social science · Sociology · Child and Animal Learning Development · Computer Science · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |