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BEYOND FUN AND GAMES TOWARDS A MEANINGFUL THEORY OF PLAY: CAN A HERMENEUTIC PERSPECTIVE CONTRIBUTE?

Social Contexts of Early Education, and Reconceptualizing Play (II)

ISBN: 978-0-76231-146-0, eISBN: 978-1-84950-299-3

ISSN: 0270-4021

Publication date: 18 November 2004

Abstract

In a postmodern context this paper proposes that analogical scholarship in which one conceptual schema is used to view another in order to generate new perspectives, be used to view play. Hermeneutic philosophy specifically is used in a process modelling hermeneutic inquiry. Included are a review of play, hermeneutic philosophy, and the outcomes of the juxtaposition of hermeneutic concepts against play. Resultant perspectives on key issues in play, such as the meaning of play, play in meaning making, the binaries of play, play and practice, and play in the reconceptualizing movement in early childhood education, follow.

Citation

VanderVen, K. (2004), "BEYOND FUN AND GAMES TOWARDS A MEANINGFUL THEORY OF PLAY: CAN A HERMENEUTIC PERSPECTIVE CONTRIBUTE?", Reifel, S. and Brown, M. (Ed.) Social Contexts of Early Education, and Reconceptualizing Play (II) (Advances in Early Education and Day Care, Vol. 13), Emerald Group Publishing Limited, Bingley, pp. 165-205. https://doi.org/10.1016/S0270-4021(04)13006-1

Publisher

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Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited