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The main purpose of the paper is to reveal how a modern play influences child and predict the possibility of what the following generation will look like, because children’s play is closely interconnected with future adult activity.

A literature review of the problem is presented along with the following empirical methods: the questionnaire survey of parents; visually narrative approach, the main sense of which is to combine the use of pictures, graphic representations, and so on with the comments of authors to them; interviews with children according to the cards with the images of the different types of games; and the method of involved observation and direct-vision method.

Dominant type of games, intergenerational relationships, relationships of children with other children, the role of imaginative play, computer games, and toys are the questions the answers on which the research helped to receive.

At the conclusion, it was also found out how familization, institutionalization, individuation, and commercialization are reflected in the play and games of children.

The research was conducted in Russia and the cultural specificity of the country was taken into account.

The paper brings the issue of play to the forefront in an effort to involve parents, educators, and administrative workers.

The results of the research can be interesting for the scientists and practical workers in different countries, since in the century of globalization it is possible to observe the spreading and interosculation of play and games culture.

All conclusions are based on the answers of the children who are 4–7 years old.

Considers some of the issues involved in staff and curriculum development with respect to science and technology. Some consideration is given to elements of in‐service training that could give teachers the necessary support to carry through new knowledge and skills to the classroom. Making a start in science and technology, aspects of classroom management and the organisation and provision of resources are considered within the context of teachers′ personal and professional development.

This chapter discusses children’s imaginative play and literacy practices as mediated by mobile digital technologies and media. In this chapter, drawing on sociocultural theory and the notion of dynamic literacies, we consider how digital technologies including mobile technologies interact and potentially expand children’s imaginative play, leading to dynamic literacy practices and learning opportunities. Based on this understanding, we will propose some pedagogical principles that can be applied to play-based early childhood education in support of young children’s creative thinking, storytelling and dynamic literacy practices, both indoors and outdoors.

Much of the extant research literature on the initiatives to attract, inspire and recruit Black males to the teaching profession has focused on middle and high school students. Black boys’ socialization into dominant narratives regarding who can and cannot become teachers occurs as early as in early childhood classrooms; however, little attention has been given to ways to attract, inspire and recruit them to the professional teaching ranks where a paltry 2 per cent are Black men.

This paper explores the concept of imaginative play experiences with respect to Black boys and unearths possibilities for future Black male teachers through culturally relevant play.

Based on findings from the literature, this conceptual paper makes connections between the early childhood play literature and the Black male teacher recruitment and retention literature to create possibilities to inspire Black boys to enter the teaching profession.

This paper presents a nuanced integration of imaginative play and culturally relevant pedagogy with specific attention to Black males.

While the spatial dimensions of augmented reality (AR) have received significant attention in the marketing literature, to date, there has been less consideration of its temporal dimensions. This paper aims to theorise digital timework through AR to understand a new form of consumption experience that offers short-lived, immersive forms of mundane, marketer-led escape from everyday life.

The authors draw upon Casey’s phenomenological work to explore the emergence of new dynamics of temporalisation through digitised play. An illustrative case study using AR shows how consumers use this temporalisation to find stability and comfort through projecting backwards (remembering) and forwards (imagining) in their lives.

The proliferation of novel digital technologies and platforms has radically transformed consumption experiences as the boundaries between the physical and the virtual, fantasy and reality and play and work have become increasingly blurred. The findings show how temporary escape is carved out within digital space and time, where controlled imaginings provide consumers with an illusion of control over their lives as they re-establish cohesion in a ruptured sense of time.

The authors consider the more critical implications of the offloading capacity of AR, which they show does not prevent cognitive processes such as imagination and remembering but rather puts limits on them. The authors show that these more short-lived, everyday types of digitised escape do not allow for an escape from the structures of everyday life within the market, as much of the previous literature suggests.

The authors argue that corporations need to reflect upon the potential threats of immersive technologies such as AR in harming consumer escapism and take these into serious consideration as part of their strategic experiential design strategies to avoid leading to detrimental effects upon consumer well-being. More nuanced conceptualisations are required to unpack the antecedents of limiting people’s imagination and potentially limiting the fully fledged escape that consumers might desire.

Prior work has conceptualised AR as offloading the need for imagination by making the absent present. The authors critically unpack the implications of this for a more fluid understanding of the temporal logics and limits of consumer escapism.

Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied – are often rigidly constructed in relation to neoliberally/biopolitically motivated notions of value, use and productivity. Imbued with forms of modern power, play’s full flourishing has been regulated and quelled, particularly within the realm of education. This study, a literature review, seeks to defy this fatuous notion of a frivolous play.

Drawing from research within the fields of literacy and educational studies, the author centers playful methods commonly trivialized in contemporary discourse, including in global out-of-school spaces (e.g. gaming clubs, improvisational theater groups), with popular culture texts (e.g. picture books, digital fanfiction) and for older youth and adults.

This exploration of play’s potential across lifespans, formal/informal learning ecologies and worldwide contexts foregrounds its intrinsic nature and essential entwining with socio-culturally/materially mediated forms of knowledge and communication.

With a unique focus on the playful literacies emerging across ages, spaces and places, this review advocates a turn toward the imaginative, messy, uncontrollable worlds of play in future research and practice.

With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.

This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.

The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.

This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.

This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.

The purpose of this study is to explore the design of outdoor play spaces in Cairo that provide an enjoyable play experience, along with opportunities for enhancing child social and cognitive developmental skills through play features incorporated in their play spaces to achieve this goal.

The study adopts a qualitative methodology to examine the effectiveness of natural, customized and elevated features on social and cognitive play behaviors of 6–8 year-olds. Data were gathered in three different play settings; a play space inside a social club, a park and a schoolyard. Data gathering relied on observations, written descriptions of play patterns and recordings of children's conversations. Additionally, the researcher utilized sketching diagrams to illustrate children's preferences for play with each feature.

The results of the study indicate that incorporating natural, elevated and customized play features into children's play spaces can enhance their environment and provide opportunities for fostering their social and cognitive skills.

This study reports the occurrence of indicative behaviors and not the exact measurement of skill development. Research involving children can have limitations in terms of reliability of results due to slight variations affected by unmeasurable circumstances.

The study makes a valuable contribution towards enhancing the quality of children's play spaces in Cairo by emphasizing the significance of providing opportunities for social and cognitive in addition to physical play.

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.