Come play with me : an argument to link autism spectrum disorders and anorexia nervosa through early childhood pretend play

This article builds on the argument of a link between behaviours observed in persons with autism spectrum disorders and persons with anorexia nervosa. In describing these behaviours, a link is made between deficits in social cognition, lack of flexible and creative thinking, theory of mind, and deficits in early pretend play ability. Early pretend play ability is a strong avenue to the development and strengthening of social cognition, problem solving, language, logical sequential thought, and understanding social situations. Currently, there is no literature on the pretend play ability of persons who develop anorexia nervosa. This article argues for research into this area which may potentially contribute to developments in new intervention strategies for these persons.

Impact of the Learn to Play program on play, social competence and language for children aged 5 - 8 years who attend a specialist school

Introduction
The aim of this study was to investigate the change in the relationship between play, language and social skills of children aged 5–8 years pre and post participation in the ‘Learn to Play’ program. The Learn to Play program is a child led play based intervention aimed at developing self-initiated pretend play skills in children.

Methods
All 19 participants attended a specialist school, with 10 of the 19 children having a diagnosis of autism. The play, language and social skills of the children were assessed at baseline and at follow up. Children were assessed using the Child-Initiated Pretend Play Assessment, the Preschool Language Scale and the Penn Interactive Peer Play Scale. Follow up data collection occurred after the children had been participating in the Learn to Play program for 1 hour twice a week for 6 months.

Results
After 6 months in the program, typical indicators of play accounted for an increase of 47.3% in shared variance with social interaction and an increase of 36% in shared variance for social connection. For language, object substitution ability accounted for 50% of the shared variance, which was an increase of 27% from baseline.

Conclusion
The ‘Learn to Play’ program was associated with increases in children's language and social skills over a 6-month period within a special school setting, indicating the Learn to Play program is an effective intervention for children with developmental disabilities. This paper presents an example of how the Learn to Play program can be adapted into a classroom setting.

Pretend play of children with acquired brain injury : an exploratory study

Objective: This exploratory study aimed to describe the self-initiated pretend play of three children who had sustained an acquired brain injury (ABI). No previous research was found.

Methods: Three children aged 3.0–6.0 years were recruited through purposive sampling. Pretend play ability was assessed using the Child-Initiated Pretend Play Assessment.

Results: Two of the three children scored below the range expected for children their age and one child scored above the range, indicating a wide range of pretend play ability for the children. None of the children could sustain their engagement in pretend play to complete the time of the assessment.

Conclusion: Complex pretend play ability is a functional assessment of cognitive ability involving sequential planning, problem-solving, language and social understanding. Cognitive fatigue is argued to explain the children's limited ability to engage in play for the time expected for their ages. More research is required.

Invigorating play : the role of affect in online multiplayer fps games

This chapter reexamines the relationship between the representative capacities of violent video games and the military industrial entertainment complex. It proposes a study of the affective capacities of violent militarised online multiplayer games to expand the limited accounts of the dominance of the military discourse and better understand what is going one while gamers play.

Early peer play interactions of resilient children living in disadvantaged communities

Resilience for children is positive adaptation and a capacity to thrive despite challenging circumstances. Children demonstrating resilience are seen to have strong cognitive skills and have developed positive peer relationships. The ‘Supporting Resilience’ project is exploring the conditions and characteristics of resilience of young children and their families who live in rural, regional and metropolitan communities that are economically and socially disadvantaged. The aim of this paper was to report on pretend play and social competence within the early years’ cohort of the ‘Supporting Resilience’ project. Twenty-six children aged 4–6 years who were identified as resilient by their preschool teacher were involved in the study. Results obtained from the Child Initiated Pretend Play Assessment and the Penn Interactive Peer Play Scale when the children were at pre-school found significant relationships between object substitution and social interaction (r = .414, p < .05). Children who could elaborate play with unstructured objects were less likely to be socially disconnected (r = –.49, p < .05). There was no significant difference between geographical locations for play ability. Significant difference for social competence was found between geographical locations. By situating play as individual development within a socio-cultural environment the relationship between children's pretend play ability and social peer play interactions are considered within early childhood development and resilience literature.

Encouraging play in the natural environment : a child-focused case study of Forest School

There is concern that children are becoming disengaged from the natural environment and are not being afforded the opportunities to play in such environments. To examine children's perceptions, knowledge and experiences of play in the natural environment, 17 children from one school participated in small focus groups before and after a 12-week Forest School that took place within a school woodland area. Using two qualitative approaches, we found that Forest School had a positive influence on children's natural play and their knowledge of the natural world around them.

Bucking the trend : Indian print media

At a time when circulation of newspapers in the USA, Europe and other developed countries, making some media expert declare that ‘newspapers are dying? (Greenslade 2008), the Indian print media industry has been bucking the trend in the past decade. According to the World Association of Newspapers’ report Indian newspaper sales increased by 35.51 per cent in the five year period between 2003 and 2007. The Indian Media and Entertainment sector is said to be twice as profitable as its global counterparts, according to an analysis of 37 publicly traded Indian companies whose gross profits grew by 31 per cent between 2003 and 2007 (Press Council of India 2008). Overall, in 2008, about 100 million copies of newspapers were sold in India (WAN 2008), whereas according to National Readership Survey as many as 222 million readers read an Indian newspaper in 2006 (Press Council of India 2008). This expansion of newspaper readership is at a time when television viewership and radio listener numbers too are rapidly multiplying in India. This paper takes a critical look at the reasons for this expansion in India, at a time when online media seems to be threatening the survival of newspapers in more advanced economies. The paper discusses current trends and strategies employed by media proprietors to maintain and expand their market share in a competitive environment. The paper also raises questions about the quality of journalism, and whether it is being compromised in these times of boom, in a rush to make money from this ‘sunrise industry’ in India.

Play-based learning

This chapter develops themes providing insights into the meaning of play-based learning and what it means to practitioners working in a range of contexts with early learners in the age range of birth to eight years. Play-based learning is defined as young learners constructing knowledge as they explore, experiment, discover and solve problems in playful and unique ways. Development is linked to play and viewed as a pattern of continuous, interrelated changes that begins at birth and continue through life span whilst learning is a change in behaviour. In the early years it is through experience in play that learning occurs. The definition of curriculum in this chapter presents a context for young learners demonstrating how play-based learning is fundamental to the well-being of young learners, be they infants, babies, toddlers, pre-schoolers or school aged children.

The diversity of backgrounds of young learners is recognised and provision has to be made in the curriculum for a rich diversity of learners. The Chapter also considers how a socio-constructivist theoretical orientation in the curriculum can be created with children and adults co-constructing knowledge with play-based learning as the framework.

Bisexual parents and family diversity : findings from the work, love, play study

This article reports on findings from the Work, Love, Play study, an Australian/New Zealand study of same-sex attracted parents. There were 48 parents in this study who identified as bisexual. There was a diversity of contexts in which people in this sample were parenting: heterosexual relationships, same-sex relationships, coparenting with ex-partners or nonpartners, and sole parenting. A large number of these bisexual parents had experience of divorce or separation since having children, but most reported positive aspects to their parenting relationships with ex-partners. Very few people in this study reported that bisexual identity created difficulties for them as a parent.

Role of increased CD8/CD28null T cells and alternative co-stimulatory molecules in chronic obstructive pulmonary disease

Chronic obstructive pulmonary disease (COPD) is a chronic inflammatory lung disease; it is a leading cause of death and existing treatments have no proven disease-modifying effect. The mechanisms underlying this resistance are largely unknown, but suggest the presence of some self-maintaining pathogenic process, possibly initiated by cigarette smoking, that prevents the normal resolution of inflammation. We have previously reported increased production of proinflammatory cytokines and granzyme b by CD8⁺ T cells in COPD; costimulatory receptor/ligand interactions required include CD80:86/CD28, B7-1/CTLA4, 4-1BB/1BBL and OX40/OX40L. We hypothesized that a dysregulated expression/function of these molecules may play a role in inflammatory/autoimmune components of COPD. We analysed T cell co-stimulatory molecules in blood from 34 controls, 15 smokers and 48 COPD subjects. We assessed the potential functional relevance of CD8/CD28^null cells in COPD by measuring their production of proinflammatory cytokines, co-stimulatory molecules, granzyme and perforin. A smoke-exposed murine model was applied to investigate the relative expression of CD8/CD28^null T cells in blood, lung tissue and airway. CD8/CD28^null cells were increased in both current- and ex-smoker COPD groups; these cells expressed significantly more interferon (IFN)-γ, OX40, 4-1BB, CTLA4, granzyme and perforin when stimulated than CD8/CD28⁺ T cells. There were no changes in CD4/CD28^null T cells. In mice exposed to cigarette smoke for 12 weeks, CD8/CD28^null T cells were significantly increased in the airway with a trend for an increase in lung tissue and blood. Increased production of proinflammatory cytokines and expression of alternative co-stimulatory molecules by CD8/CD28^null T cells may play a role in inflammatory or autoimmune responses in COPD and identify therapeutic targets.