Praeger Handbook of Play across the Life Cycle

Luciano L'Abate is a fellow of the American Psychological Association, co-founder and past president of the International Academy of Family Psychology, and professor emeritus at Georgia State University, Atlanta, GA.

"L'Abate (emer., Georgia State Univ.) has written a valuable reference detailing the central role that play, in its many forms, has in the epigenetic life cycle, from infancy all the way to old age. In doing so, he fills in an epistemological gap usually not acknowledged in personality theory. He covers in detail every aspect of play: its varied manifestations across the life span, its relevance to personality and social development, prevailing cultural attitudes towards it, and how it is instrumental in aiding various populations (e.g., individuals with disabilities, aggressive youth). All the various strands come together in a multifaceted hierarchical paradigm that presents an integrative conceptual structure highlighting the elements of play. The references cited are extensive and the narrative is easy to follow, sprinkled with personal anecdotes and vignettes about L'Abate's grandchildren. Linking theory to therapeutic intervention, this is a superb reference for all concerned with play development. Summing Up: Essential. Lower- and upper-division undergraduates, graduate students, professionals, general readers." - Choice

• Foreword by Arthur M. HornePrefaceAcknowledgmentsPart I. Definitions and a Bird's Eye View of Play1 Come, Let's Play2 Play across History and into Cyberspace3 What the Experts Say about Play4 What Cultures Have to Do with Play5 What Parents and Adults Have to Do with Play and Gender6 Chronological Age Is Not the Same as Development in PlayPart II: Chronological Stages of Play7 Infancy8 Nursery, Preschool, and Kindergarten9 Elementary School10 Middle School and Puberty11 High School and Adolescence12 College and Early Adulthood13 Adulthood, Middle Age, and Old AgePart III: The Usefulness of Play14 Physical, Emotional, Intellectual, and Relational Benefits15 In Their Best Interest: Play Therapy for Children16 Play as RehabilitationPart IV: Controversies about Play17 The Technology of Play Time and of Media Time18 What Teachers and Coaches Think about PlayPart V. Conclusion19 A Hierarchical Theory of Play CompetenceReferencesAppendix A ResourceszAppendix B Monitored Play TherapyAppendix C An Experimental Theory-Derived Structured Play InterviewIndexAbout the Author