Series editor(s): John A. Sutterby
Subject Area: Education
|Title:||WAR PLAY, AGGRESSION AND PEER CULTURE: A REVIEW OF THE RESEARCH EXAMINING THE RELATIONSHIP BETWEEN WAR PLAY AND AGGRESSION|
|Author(s):||Heidi L. Malloy, Paula McMurray-Schwarz|
|Volume:||13 Editor(s): Stuart Reifel and Mac Brown ISBN: 978-0-76231-146-0 eISBN: 978-1-84950-299-3|
|Citation:||Heidi L. Malloy, Paula McMurray-Schwarz (2004), WAR PLAY, AGGRESSION AND PEER CULTURE: A REVIEW OF THE RESEARCH EXAMINING THE RELATIONSHIP BETWEEN WAR PLAY AND AGGRESSION, in Stuart Reifel and Mac Brown (ed.) Social Contexts of Early Education, and Reconceptualizing Play (II) (Advances in Early Education And Day Care, Volume 13), Emerald Group Publishing Limited, pp.235-265|
|DOI:||10.1016/S0270-4021(04)13009-7 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||The purpose of this paper is to review the literature on war play and aggression. The paper begins with an introduction to play and the theories of Piaget, Vygotsky, and Corsaro. This is followed by a definition of pretend aggression and the war play debate. Literature is reviewed on how violent television, war toys, and war play shapes children’s imaginary play and aggressive behaviors. Attention is also given to the teacher’s role in war play and the methods used to investigate war play. Suggestions are made for future approaches to the study of war play within the context of the peer culture. The paper concludes with implications for early childhood educators.|
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