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This publication presents an research of kid's play throughout many alternative cultural groups worldwide.

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Carvalho Three 3–4-year-old girls are making cakes with mud, dressing them with leaves, sticks, bottle corks, etc. ” One of them asks the researcher: “Do you like my cake? ” “Mine is a chocolate cake,” says the other. ” Introduction Like many large countries, Brazil is very diverse in terms of its physical and sociocultural settings, ethnicity (strongly characterized by miscegenation) and socioeconomic conditions. In large metropolitan areas, slums with precarious dwelling conditions, scarce health and educational facilities can neighbor upper socioeconomic level residential areas where families can afford private medical and educational services and live in large houses or condos with private gardens.

For instance, in towns where adults are usually not acquainted with their neighbors, vehicular traffic is intense and people are exposed to kidnapping and other forms of violence, children are not free or safe to play with their peers. As a consequence, there is a need for special environments where children are taught to play with peers, where adults mediate children’s relationships with other children and teach them basic rules of social interaction. As a general trend, in small-scale societies, people are closer to one another, and no or fewer restrictions are imposed on children’s lives.

Adults’ lack of involvement in children’s play in particular reflects their beliefs about the minimal role of play in children’s development and learning. Understanding play as culturally organized behavior Developmental psychology is committed to universal developmental processes and outcomes, which makes it difficult to interpret cultural differences (Gaskins 2006b, in 18 INTERNATIONAL PERSPECTIVES ON CHILDREN’S PLAY press a). A second tenet is that the systematic experiences of children’s everyday lives influence development.

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