Children's Play and the Socio-Cultural Nature of Subjectivity

This book accounts for the (inter) subjective
coordination and regulation of one s subjectivity.
While examining the unfolding and development of
children's subjectivity in contexts of play I address
the following questions: how can the developing
person be influenced(and yet be autonomous)by
socio-cultural actions-systems that are context
specific? Following that, how do social systems of
actions, while influencing the person's actions,
become subjective? Through a careful analysis of the
interplay between collectively guided intersubjective
settings of interactions (children s homes and a
preschool setting)and the child s personal
construction of such settings, I aimed at
understanding the social genesis of one's
subjectivity. Analytically, I anchored on a triadic
system (children s interactions, sociodramatic games,
and significations) to the explanation of the
machinery of subjectivity. This book should help
shed some light on general patterns underpinning the
functioning of the subjectivity in contexts of play,
and should be especially useful to early childhood
educators, teachers, as well as to developmental and
clinical psychologists.

Autorentext
With a background in Developmental Psychology, Dr. Menezes
currently coordinates the
Early Childhood Education Program at the National Hispanic
University, San Jose, CA. Her current research interest is early
childhood development, focusing on early biliteracy development
and early intervention.

Klappentext
This book accounts for the (inter) subjective coordination and regulation of one's subjectivity. While examining the unfolding and development of children's subjectivity in contexts of play I address the following questions: how can the developing person be influenced(and yet be autonomous)by socio-cultural actions-systems that are context specific? Following that, how do social systems of actions, while influencing the person's actions, become subjective? Through a careful analysis of the interplay between collectively guided intersubjective settings of interactions (children's homes and a preschool setting)and the child's personal construction of such settings, I aimed at understanding the social genesis of one's subjectivity. Analytically, I anchored on a triadic system (children's interactions, sociodramatic games, and significations) to the explanation of the machinery of subjectivity. This book should help shed some light on general patterns underpinning the functioning of the subjectivity in contexts of play, and should be especially useful to early childhood educators, teachers, as well as to developmental and clinical psychologists.