Children's Media‐referenced Games: The Lived Culture of Consumer Texts on a School Playground

This article analyses empirical data including observations, videos and interviews from an ethnographic study of a multilingual, multiethnic school playground in London, UK. The analysis examines social uses of media references in playground games, drawing on literature in the field of consumer culture. The main argument is that children's consumer culture is constituted on the playground within media‐referenced play through a combination of creating distinctions and building affiliations. The article addresses a gap in the literature in the fields of sociology and anthropology of consumer culture which largely construct children's consumer culture as exceptional to or derived from adult consumer culture.     

“戏”说《申凤梅》——评李佩甫长篇小说《申凤梅》

李佩甫的长篇小说《申凤梅》是小说与传记的结合,艺术与纪实的统一。就形式而言,它引入了戏曲舞台上"场"的概念,以"场"的组合结构情节。就内容而言,它以"戏"为魂,统领全书。"戏"在全书中已经不再是一种娱乐形式,而是一个生存密码,它有着深刻的文化内涵。以"戏"谈人,以人演"戏",作家在史的叙述中彰显了人的品格,文化的精髓。     

燕青故事研究

元杂剧《同乐院燕青搏鱼》中的燕青,是一个平民化的英雄人物,燕青形象更多的表现梁山好汉为民除害的侠士义气。《水浒传》里的燕青,是一个忠心耿耿、机智灵巧、了身达命的贤才,性格比元杂剧里复杂,人物形象更为鲜明。《水浒后传》沿袭《水浒传》里燕青的聪明才智,大胆地将他塑造成一个出谋划策、智勇过人的非凡将士,一个出类拔萃的军师。     

滦州影戏剧本《白蛇传》浅析

滦州影戏剧本《白蛇传》与传奇《雷峰塔》有着比较密切的关系,两者之间的演变过程承载着雅俗文学分野带来的一些变异。连台本《白蛇传》与相关单出之间的差异折射出影戏创作过程中的一种现象,一些单出成为文人或艺人创作的试验地,从而产生了一批新创的影戏小剧本,因此也在一定程度上拓展了影戏剧本的情节容量与艺术内涵。     

论象征性游戏对幼儿主体性发展的价值

幼儿主体性是幼儿本身所固有的内在特性,其发展是幼儿教育的重要任务。象征性游戏是2—6岁幼儿典型的游戏形式,其对幼儿主体性发展具有重要的价值和意义。幼儿主体性发展的内容包括主动性、独立性和创造性三方面的发展,幼儿参与象征性游戏活动,有利于促进幼儿的主动性发展,增强幼儿的独立性并激发幼儿的创造性。幼教工作者应当提升象征性游戏对幼儿主体性发展的价值认识,重视并鼓励幼儿的象征性游戏活动。     

明清优戏的弄孔侮圣与正典禁戏

唐宋以降,弄孔侮圣优戏多有敷演,明清以后优戏弄孔则广涉多种重大社会问题.因其牵动诸多敏感神经,屡为官方挟制、禁绝.明清弄孔优戏的禁与演,是戏剧文化与社会政治渗透消长的一种缩影,反映出戏剧活动与时代文化对峙与渗透的关系,我们应还其戏剧史生成活态基因的历史定位.     

Security of Attachment as a Predictor of Symbolic and Mentalising Abilities: A Longitudinal Study

The development of symbolic and mentalising abilities was examined in 33 children whose security of attachment had been assessed in infancy. It was found that securely attached children: (i) were better able to incorporate an experimenter's play suggestions into their sequences of symbolic play at 31 months; and (ii) performed better on a version of Wimmer and Perner's (1983) unexpected transfer task at age 4. There was also evidence of superior mentalising abilities among the secure group at age 5, despite no group differences being found in general cognitive ability. We suggest that these security-related differences might be related to mothers' propensity to treat their securely attached children as individuals with minds. In support of this hypothesis, mothers in the secure group adopted more sensitive tutoring strategies, and were more likely to describe their children in terms of their mental characteristics. Possible developmental pathways linking security of attachment in infancy with subsequent development were investigated using path analyses.     

Evaluation of therapeutic play: a challenge for research

There is increased pressure on practitioners offering therapy to troubled children to provide evidence of efficacy of their interventions. However, current research has not yet provided the necessary evidence. There are considerable difficulties creating a quantitative research design which excludes all relevant variables and produces unequivocal data. Quantitative research, which mainly takes the form of narrative case studies, provides ample anecdotal evidence, but there is, as yet, no comprehensive review of these data nor clear conclusions drawn. It is also necessary to consider the purpose of a narrative case study: few claim to be objective or provide a comparative analysis of a given intervention. None of the research currently available includes the opinions of experiences of children.     

Footing in bilingual play

In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker-centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.