2-1 | Contributors
Michelle Buchanan is Associate Professor of Early Childhood and Early Childhood Special Education at the University of Wyoming. She has more than thirty years of experience in these fields, and her research and teaching interests include development and facilitation of play in young children with special needs, inclusion and blended practices in early childhood, and parent and professional partnerships in research and education. Her coauthored articles have appeared in, among others, Public Health Nursing, Young Exceptional Children, and the Journal of Early Childhood Teacher Education. Tricia Giovacco Johnson is Assistant Professor in Early Childhood and Early Childhood Special Education at the University of Wyoming. Her research interests include equity, social justice, and inclusion in early childhood; early childhood special education; and teacher education. She has contributed to Childhood Education and presented papers on topics as diverse as participating in the implementation of change and constructing curriculum that reflects children’s participation in local culture.
Thomas S. Henricks is Distinguished University Professor at Elon University. His interests as a sociologist include social theory, modernization and change, popular culture, social stratification, race and ethnic relations, and particularly play and sport. He is the author of Disputed Pleasures: Sport and Society in Preindustrial England (1991) and Play Reconsidered: Sociological Perspectives on Human Expression (2006). Among his current research interests is change in the social organization of enjoyment in the last century.
Eugene F. Provenzo, Jr. is Professor of Teaching and Learning at the University of Miami. Author of numerous books—alone and in collaboration with others—his chief scholarly interest is education as a social and cultural phenomenon, with particular emphasis on the role of teachers in American society. He has also studied and written about the impact of computers and video games on children and education. Provenzo is general editor of the Encyclopedia of the Social and Cultural Foundations of Education and author, coauthor, or coeditor of Foundations of Educational Thought; Teaching Science in Elementary and Middle School: A Cognitive and Cultural Approach; Teaching, Learning, and Schooling: A 21st Century Perspective; and 100 Experiential Learning Activities for Social Studies, Literature, and the Arts, Grades 5–12.
Ditte Winther-Lindqvist is a graduate student in psychology at the University of Copenhagen in Denmark, where she is completing her doctoral thesis on children’s develop ment of social identity during transitions. She has made presentations on children’s identity at scholarly conferences in Canada and the Czech Republic, and she has a chapter on symbolic group play and social identity in Symbolic Transformations: The Mind in Movement through Culture and Society, a forthcoming volume in the series, Cultural Dynamics of Social Representation.