By Diana Kelly-Byrne
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Extra resources for A Childs Play Life: An Ethnographic Study (Early Childhood Education, No 20)
237). Her primary concern, however, like Garvey's (1977) seems to be to sort out the play in terms of the variety of play statements or types of Page 12 play communication used by the children to initiate, sustain, and conclude play in a specific social context. Emphasis is on the technicalities of setting up and sustaining the event. When interpreting the play events in their respective social contexts, Schwartzman (1978) suggests that the play was very much about dominance and manipulation, that it was "both a reflection and interpretation of these concerns" (p.
Play: A Scholarly Matter 3 Historical Approaches 5 Recent Alternative Approaches 8 A Significant Development: Play As Communication 10 2. Observing and Interpreting Play 13 Research Procedures 14 Presentation of the Data 17 Some Influential Theoretical Lenses 19 3. Portraits of the Participants 23 The Child 23 The Child's Parents 26 The Researcher 27 Part II Story of the Relationship 33 4. The Beginning Phase 37 Session 1, September 19: The Preliminary Tests 37 Session 2, October 20: "I've Missed You" 47 Session 3, October 23: "Five or Four Chapters" 57 Session 4, October 30: "The Rule Is to Keep You in the Dark" 68 Session 5, November 9: "Barking As Talking" 80 Page viii 5.
They seldom deal with the natives in their wild state and never by true participant engagement. Do they also fear that such participation with these Asian monarchs would be intolerable? Trivial? Boring? Puerile? Regressive? Insane? What is it that has kept them all out of direct research participation in the jungles of children's fantasy? Perhaps it doesn't take long to discover. Already in the first session Kelly-Byrne is describing Helen as haughty, smug, directive, dominating, controlling, demanding, and thoroughly concerned with power.