Embodied Simulations of Forces of Nature and the Role of Energy in Physical Systems

We experience (perceive, act upon and react to, and conceptualize) dynamical processes in nature as agentive. Expressed differently, we experience events as resulting from activities and interactions of Forces of Nature (such as wind, light, heat, fluids, electricity, substances, and motion) that are conceived of as powerful agents acting and interacting in physical environments. An example would be sunlight creating heat in the Earth’s surface layers, and this heat using the atmosphere as a heat engine whose output are the winds on our planet. In the physics of dynamical systems, these forces are characterized in terms of intensive and extensive quantities (i.e., electric potential and electric charge in the case of electricity). The aspect of power is formalized with the help of a generalized energy principle and the rules relating power/energy to intensive and extensive physical quantities. Concrete processes depend upon properties of physical materials (in and through which forces are active) such as (thermal, electrical, etc.) capacity or conductivity. In this paper, we demonstrate how we can create Embodied Simulations and Forces-of-Nature Theater performances, where children act as forces such as water, heat, electricity, and motion. The embodied logic of the physical play teaches children about the logic of our explanations of physical processes.

Conversation with the past in contemporary choreography

My article examines the problem of the archival turn in scientific works and discourse that affects artistic practice, including the choreographic one. In recent years, we can find several attempts to reconstruct the performances of famous choreographers who worked in the 1920s and 1930s. Modern choreographers have recalled forgotten performances of the former era, but recalling these choreographic works, they want to give them a modern meaning. This attempt is similar to rewriting history. In this context of rewriting history, I want to emphasize the importance of bodily memory and bring the perspective of viewing the body as an archive. In my article, I pose questions about how to find traces of former works? How modern choreographers work with memory and with the body. The concept of the body as an archive and the experience of past generations associated with choreographic practice is at the center of my work. The body can hide the secret of trauma, the unconscious determination of behavior in bodily, physical play. The second problem raised in the article is about the relationship between the present and the past. Why do we need a turn in the past now? I consider Yanka Rudskaya’s biography and her approach to dance as an example. This article shows the role of feminine artistic practices in the space of choreography. Recent reflections concern the problem of transferring modern dance to modernity and its discovery.

Determinants of Paternal Engagement: Investigating Low-Income Fathers’ Caregiving, Play, and Verbal Engagement With Infants

Extant research highlights the importance of early paternal engagement for children and families. Thus, there is strong support for the exploration of predictors of low-income father engagement. Informed by Belsky’s process model of parenting, this study explores contextual determinants of father–infant engagement (i.e., verbal engagement, physical play, and caregiving) including the unique contributions of the child, the father, and the broader social context. We utilized survey data from a sample of 183 non-residential, cohabitating, and married low-income fathers of infants participating in a home-visiting intervention. Results demonstrated that infant age was associated with increased caregiving and verbal engagement, fathers’ total work hours were negatively correlated with verbal engagement, fathers’ depressive symptoms were linked to increased physical play, and the quality of the coparenting alliance was related to physical play and caregiving. Findings may inform programs designed to promote paternal engagement during infancy.

Sociodemographic Correlates of Parental Co-Participation in Digital Media Use and Physical Play of Preschool-Age Children

Young children’s digital media use and physical activity have gained attention in recent research. Parental co-participation has a major impact on children’s health consequences. This study addressed a gap in the research by investigating daily parental co-participation in children’s digital media use and physical play, using the family ecological model theoretical framework. The participants in this nationally representative cross-sectional study were 2512 Finnish parents with two- to six-year-old children. Parents completed a questionnaire. Sociodemographic correlates of co-participation and of the awareness of guidelines regarding co-participation and correlation between co-participation in digital media use and physical play were analysed. Parental co-participation in physical play and digital media use correlated positively. Lower parental age, male parental gender, Finnish and Swedish languages, a fewer number of children, and a male child gender were associated with more co-participation in one or both activities, and parental female gender and low family income were associated with more awareness. The awareness of guidelines was not associated with co-participation in digital media use. There were sociodemographic differences in parental co-participation. From a health counselling perspective, parents may benefit from national recommendations on digital media use and physical activity, but adherence to guidelines depends on the family context.

Writing as a Minecrafter: Exploring how Children Blur Worlds of Play in the Elementary English Language Arts Classroom

Background/Context Educators have considered how Minecraft supports language and literacy practices in the game and in the spaces and circumstances immediately surrounding gameplay. However, it is still necessary to develop additional conceptualizations of how children and youth's online and offline worlds and experiences are blurred by and through the games. In this study, I take up this call and examine how the boundaries of the digital were blurred by one child as he wrote in response to a standardized writing prompt within his urban fourth-grade classroom. Purpose/Objective/Research Question/Focus of Study Through snapshots of Jairo's writing, I illuminate how he muddled the lines between his physical play experiences and those he had in the virtual world of Minecraft. In doing so, I argue that he carried over his personal interest as a fan of Minecraft into the writing curriculum through creative language play. As Jairo “borrowed” his physical play experiences in the virtual world of Minecraft to complete an assigned writing task, he exemplified how children blur playworlds of physical and digital play in the elementary ELA classroom. Research Design Drawing on data generated in an 18-week case study, I examine how one child, Jairo, playfully incorporated his lived experiences in the virtual world of Minecraft into mandated writing tasks. Conclusions/Recommendations My examination of his writing is meant to challenge writing scholars, scholars of play, and those engaged in rethinking media's relation to literacy. I encourage a rethinking of what it means for adults to maintain clear lines of what is digital play and what is not. I suggest adults might have too heavy a hand in bringing play into classrooms. Children already have experiences with play—both physical and digital. We must cultivate a space for children to build on what was previously familiar to them by offering scaffolds to bridge these experiences between what we, as adults, understand as binaries. Children do not necessarily see distinctions between “reality” and play worlds, or between digital and physical play. For children, play worlds and digital worlds are perhaps simply worlds; it is we as adults who harbor a desire for clear boundaries.