Play engages humans cognitively, emotionally, and physically at all
ages. Using a historical framework, and focusing on play as represented
by material artifacts such as toys and games, this book explores play as
a form of somatic engagement that reflects cultural attitudes about
development and learning as these have evolved over time in western
culture. Theorists in the twentieth century such as Klein and Winnicott,
Huizinga and Callois, Piaget, Bruner and Vygotsy brought different
perspectives to our understanding of play's role in our society. In
particular, Vygotsky's theories about process provide insight into how
children attend to learning and assimilate new information. The
increasing use of digital media as both an entertainment and learning
environment at ever-younger ages, is generating new discussions about
the nature and value of play in children's development, in particular,
physical, or somatic play.
The emphasis on games intended for children necessitates a discussion of
the cognitive, behavioral, and neuroscience that supports play
activities and physical engagement as a crucial aspect of development.
The book then looks at the trajectory of digital games in contemporary
culture and explores whether these artifacts (whether intended for
learning or entertainment) have extended or are curtailing boundaries of
somatic engagement. Finally, the book discusses alternative play and
game design and, speculates on the future of new media play artifacts.
