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CHILDREN’S IMAGINATIVE PLAY
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You are hereby invited to a very special journey, a journey to the wonderful world of children’s make-believe. Such a journey does not require traveling far away. In fact, the make-believe world is very near. It is in the nursery room of our children, in their school, in our backyard, on our street. And yet, its gates are not widely open for everybody. For many adults, make-believe play is like a fascinating book on one’s bookshelf which cannot be read because it is written in a language one cannot fully understand.
Everybody who has close contacts with young children—parents, teachers, caretakers, therapists—wants to understand them and achieve a meaningful rap- port with them. Learning the language of imaginative play and its rules is a prerequisite for attaining this goal, because this is the main language through which young children express themselves and communicate with their peers. This book may be viewed as an introductory textbook for learning this language.
Every language is both individual and social, a medium into which we mold our private thoughts and feelings as well as a vehicle for communicating these thoughts and feelings to our fellows. The same applies to make-believe play. Learning the language of make-believe play involves becoming thoroughly familiar with both its personal expressive functions and its interpersonal, cultural and social-communicational functions.
We all want to enjoy our children’s company. Deep understanding of their imaginative play will make the time spent with them more gratifying. Make- believe play is like good music: The better one understands it, the more pleasurable it becomes. I hope that an adult who has read this book will find watching the imaginative play of children or participating in it more enjoyable than before.
Shlomo Ariel - Personal Name
1st Edtion
0–275–97757–9
NONE
CHILDREN’S IMAGINATIVE PLAY
Psychology
English
Praeger Publishers
2002
USA
1-213
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