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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Affiliated ISCAR

 

Modern Problems of Children's Play: Cultural-Historical Context 331

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Veraksa N.E.
Doctor of Psychology, Professor, Academic Supervisor, Institute of Childhood, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3752-7319
e-mail: neveraksa@gmail.com

Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
ORCID: https://orcid.org/0000-0001-8714-7467
e-mail: nveresov@hotmail.com

Veraksa A.N.
Doctor of Psychology, Head of the Department of Psychology of Education, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0002-7187-6080
e-mail: veraksa@yandex.ru

Sukhikh V.L.
Еngineer of Department of Educational Psychology and Pedagogy, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0001-5036-5743
e-mail: sukhikhvera@gmail.com

Abstract
The purpose of this article is to analyze the state of modern research on children’s play, approaches to its study, as well as existing methods of its evaluation. The relevance of the topic is due to the leading role of the play in preschool childhood and the complexity of this phenomenon. Play is actively studied, and play interventions are often used. However, the analysis of the literature shows confusion and uncertainty of terminology due to a large spread of theoretical positions and methodological approaches to the study of play. This creates great difficulties in planning and conducting research, and affects their results. The article deals with the issues of defining and classifying play, understanding its structure and development. The main trends of modern research and their connection with classical game theories, the role of cultural-historical approach and the contribution of E.O. Smirnova to the study of play are shown.

Keywords: preschool, children’s play, pretend play, development of play, structure of play, play theory, cultural-historical approach, playful learning, methods of play evaluation

Column: Cultural-Historical Psychology: Traditions and Innovations

DOI: https://doi.org/10.17759/chp.2020160307

A Part of Article

Scientific interest in play is more than one hundred and fifty years old. However, both recently and decades ago, authors are forced to state that play is notoriously difficult to define, always “escaping” from researchers. The variety of forms, types, and hypostases of play is too vast.

For Reference

Funding

This research was funded by Russian Science Foundation grant number 20-18-00423.

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