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"The Development of Play explores the central role of play in childhood development. David Cohen examines how children play with objects, with language, and most importantly with each other and their parents. He explains how play enables children to learn how to move, think, speak and imagine, as well as to develop emotionally and socially. Incorporating much of the recent research in this area, including that of John Flavell, Henry Wellman and others, The Development of Play shows how play encourages children to grasp the difference between appearance and reality"

""Children's Play looks at the many facets of play and how it develops from infancy through late childhood. Authors W. George Scarlett, Sophie Naudeau, Dorothy Salonius-Pasternak, and Iris Ponte take a broad approach to examining how children play by including a wide variety of types of play, play settings, and play media. The book also discusses major revolutions in the way today's children play, including changes in organized youth sports, children's humor, and electronic play. Children's Play addresses diversity throughout the text and explores play on the topics of gender, disabilities, socioeconomic class, and culture." "Children's Play is an excellent textbook for advanced undergraduate courses on child behavior in the areas of Psychology, Human Development and Family Studies, Education, Early Childhood Education, and Educational Psychology. It is also a useful resource for professionals already working with children including preschool, elementary, and junior high school teachers, daycare workers, and related fields."--BOOK JACKET."

"Makna sosial bermain sebagai sesuatu yang tidak produktif, sukar dikendalikan, bebas, dan didorong kesenangan, berlawanan dengan identitas sosial orang dewasa yang dihargai masyarakat: produktif, dapat mengatur diri sendiri, dan patuh pada norma (Deterding, 2017). Di lain sisi, masyarakat memandang bermain sebagai hak dan fase yang harus dilalui oleh anak-anak untuk tumbuh dan berkembang. Pandangan masyarakat terhadap bermain dan anak-anak memiliki dampak yang dapat ditemukan pada bagaimana ruang bermain dirancang. Hal ini menimbulkan sebuah pertanyaan. Jika terdapat perbedaan pada bermain bagi anak-anak dan bagi orang dewasa, bagaimana bermain bagi orang dewasa, khususnya pada play pleasure dengan jenis role-playing, bermanifestasi pada ruang? Untuk menjawab pertanyaan ini, dilakukan studi kasus pada role-playing game: Dungeons & Dragons, sebagai permainan dengan genre yang digemari oleh orang dewasa. Dari hasil observasi studi kasus, ditemukan ruang bermain bagi orang dewasa memiliki karakteristik meminimalisir timbulnya rasa malu dengan: (1) meningkatkan immersion melalui atmosfer, dan dengan (2) menyediakan indikator framing yang sesuai. Manifestasi pada ruang bermain akan mengambil bentuk yang terikat erat dengan konteks dari permainan dan grup pemain itu sendiri. Pernyataan ini menunjukkan bahwa, walaupun peran yang diambil oleh ruang sama, bentuk manifestasi pada ruang bermain akan berubah seiring dengan berubahnya tiga hal: (1) konteks dari pemain, (2) genre atau play-pleasure permainan, dan (3) kebutuhan spesifik dari permainan itu sendiri.

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The social meaning of playing as something that is unproductive, difficult to control, free, and driven by fun, is contrary to the social identity of adults who are valued by society: productive, self-regulating, and obedient to norms (Deterding, 2017). On the other hand, society views play as a right and a phase that children must go through to grow and develop. People's views of play and children have a found impact on how play spaces are designed. This raises a question. If there is a difference in playing for children and for adults, how will play for adults, especially in the role-playing type of play pleasure, manifest in space? To answer this question, a case study was conducted on the roleplaying game: Dungeons & Dragons, as a game with a genre favored by adults. From the results of case study observations, it was found that a playspace for adults has the characteristics of minimizing the emergence of embarrassment by: (1) increasing immersion through the atmosphere, and by (2) providing appropriate framing indicators. Manifestations in the playroom will take forms that are closely tied to the context of the game and the group of players themselves. This statement shows that, even though the role taken by the space is the same, the form of manifestation in the playing space will change as three things change: (1) the context of the player, (2) the genre or play-pleasure of the game, and (3) the specific needs of the game itself."