SOCIOCULTURAL AND EDUCATIONAL DEVELOPMENT THROUGH NORTH AFRICAN CHILDREN’S PLAY AND TOY HERITAGE
DOI:
10.52367/BRJPD.2675-102X.2021.3.3.25-42Keywords:
Child, play, toys, children’s heritage, educational development, sociocultural.Abstract
The introduction offers contextual information about the author, analyzes the methodological procedures used in his research, and presents an overview of ethical aspects concerning contacts with children and families. Then follows a discussion of the sociocultural and educational development of children in Morocco in relation to children’s play heritage. The last topic proposes my intercultural creativity workshops for children and adults in European and non-Western countries, workshops based on North African children’s play and toy-making activities.
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References
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___________. Toys, Play, Culture and Society. An Anthropological Approach with Reference to North Africa and the Sahara. Foreword by Brian Sutton-Smith, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 256 p., 144 ills. Digital version in 2013.
___________. Saharan and North African Toy and Play Cultures. Children's Dolls and Doll Play. Foreword by Dominique Champault, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 328 p., 163 ills, 2005.
___________. Saharan and North African Toy and Play Cultures. The Animal World in Play, Games and Toys. Foreword by Theo van Leeuwen, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 219 p., 107 ills, 2005.
___________. Saharan and North African Toy and Play Cultures. Domestic Life in Play, Games and Toys. Foreword by Gilles Brougère, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 438 p., 410 ills, 2008.
___________. Ashura a children’s feast in Morocco. PowerPoint presentation and texts prepared for a project in Global Education of the Humanities Education Centre, London, 29 slides and 12 p., 2008.
_____________. La cultura lúdica de los niños amazigh marroquíes y las cuestiones del desarrollo (translated from French by Stela Maris Ferrarese Capettini). In: Ferrarese Cappetini, Stela Maris. El Sembrador 3, Neuquén (Argentina), capitulo 7, 26 p., 25 ills., 2011.
_____________. La culture ludique de l'enfant amazigh marocain et les questions de développement. 27 p., 25 ills., 2011.
_____________. Saharan and North African Toy and Play Cultures. Technical activities in play, games and toys. Foreword by Sudarshan Khanna, Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 360 p., 350 ills., 2013.
_____________. Création de jouets inspirée par l’ingéniosité ludique des enfants marocains. Atelier famille au Musée du Jouet de Moirans-en-Montagne le 29 octobre 2014. 11 p., 16 ills.
_____________. Saharan – North African – Amazigh Children’s Toy Catalogs. Donation to Musée du Jouet de Moirans-en-Montagne. Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 3 volumes, 662 toys, ills., 2015-2016.
_____________. Using North African children’s play culture for pedagogical and sociocultural applications. In Play and Folklore, no. 66, Melbourne: Museum Victoria, p. 19-24, 6 ills., 2016.
_____________. Workshop creating toys inspired by the toy making activities of Moroccan rural children. A photographic impression. Higher School of Education, Institute Polytechnic of Lisbon, Lisbon, Portugal, June 18, 2019, 12 p., 21 ills., 2019.
_____________. Amazigh Children’s Toys and Play Cultures. In Fourth World Journal, vol. 18, 1, p. 4-19, 6 ills., 2019.
_____________. Los Juguetes y las Culturas del Juego de los Niños Amazigh. In: Fourth World Journal, vol. 18, 1, p. 20-36, 6 ills., 2019.
_______________. An Anthropological Approach to Intercultural Early Childhood Education. Syllabus for Play, Education, Toys, and Languages (PETaL): An International Master’s Programme for the Education of 21st Century Early Childhood Teachers, Erasmus Mundus Joint Master Degrees, Marmara University, Istanbul, Turkey. Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 22 p., 2021.
ROSSIE, J.-P., JARIAA, K.H., DAOUMANI, B.; FASSOULAS, A. Saharan and North African Toy and Play Cultures. Make-believe play among children of the Moroccan Anti-Atlas. Foreword by Luisa Magalhães, Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 2 volumes, 739 p., 638 ills., 2021.
Situation des Enfants au Maroc. Module 1. Le Développement de la Petite Enfance. Report of the Observatoire National du Développement Humain (ONDH), Observatoire National des Droits de l’Enfant (ONDE) et UNICEF, 60 p., 2019.
UNICEF (s.d.). The education revolution. https://www.unicef.org/sowc99/sowc99b.pdf, 71 p., retrieved on 11 June 2021.
We are also human beings: a guide to children's rights in Zimbabwe. Practical ways to introduce young children to their rights, http://www.bibalex.org/Search4Dev/files/294096/124539.pdf, article retrieved on 11 June 2021. The reference to the complete publication (215 p.) is found by writing “We are also human beings: A guide to children's rights in Zimbabwe” in Google search., 2000.
BERGERET, L. Des poupées à la ludothèque? Les Etats Généraux de la Poupée. Courbevoie: Centre d’Etudes et de Recherches sur la Poupée, Courbevoie, 171 p., ills, 161-166, 1985.
BOUZOUBAÂ, KH. An Innovation in Morocco’s Koranic Pre-schools. Working Papers in Early Childhood Development, n° 23, The Hague: Bernard van Leer Foundation, 17 p., ills. https://issuu.com/bernardvanleerfoundation/docs/an_innovation_in_moroccos_koranic_preschools, retrieved on 10 June 2021, 1998.
Charte nationale d’éducation et de formation (1999). Morocco.
https://www.mcinet.gov.ma/sites/default/files/documentation%20iscae%20rabat%202018.pdf, retrieved on 9 June 2021.
CILIBERTI, D. & CONCEPCION, B. Analyse de Situation des Enfants au Maroc. UNICEF. 134 p. Retrieved on 9 June 2021, 2015.
https://www.unicef.nl/files/unicef%20child-notice-marokko.pdf
Early Childhood Matters (1999). The Hague: Bernard van Leer Foundation, 91,
EL MOSTAFA, HADDIYA. Socialisation et identité. Etude psycho-sociologique de l’enfant scolarisé au Maroc. Faculté des Lettres et des Sciences Humaines, Rabat: Université Mohamed V, 1998, 220 p.
Every Child Learns. Education Strategy 2019-2030. New York: UNICEF, 64 p. Retrieved on 9 June 2021.
https://www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf
FIGUEIREDO, C. Afin qu’ils ne deviennent pas des ânes… L’éducation sans violence chez les Touaregs. In Alain Pierrot, Isabel Carvalho, Chantal Medaets (dir.). Domination et apprentissage. Anthropologie des formes de la transmission culturelle. Paris: Hermann, 2017, p. 81-88 – Digital version available on https://www.academia.edu/37459776, retrieved on 31 May 2021.
Loi n° 05-00 relative au statut de l’enseignement préscolaire (2000). Morocco. http://www.unesco.org/education/edurights/media/docs/b6e70d437edc203732f7da102046e617ba23bdb3.pdf, retrieved on 9 June 2021.
L’enseignement préscolaire au Maroc (s.d.). http://www.ecoliers-berberes.info/prescolaire.htm, retrieved on 7 June 2021.
L’éducation au Maroc - Observations et actions de l’Unicef (s.d.).
http://www.ecoliers-berberes.info/education%20maroc%20unicef.htm, retrieved on 31 May 2021.
L’UNICEF au Maroc (s.d.). UNICEF, 20 p.
https://www.unicef.org/morocco/media/541/file/Morocco-Publication-1.pdf, retrieved on 7.6.2021.
LWAKATARE, E. K. Toys: the educational play materials. Lecture at the 2nd International Toy Research Conference, 14-19 June 1999, Halmstad: Nordic Center for Research on Toys and Educational Media, Halmstad University, 1999.
Plan d’action de coopération DENF / UNICEF 2013-2014. Rabat, 8 p. https://www.men.gov.ma/Documents/Projet-coopDEN-UNICEF-SB1314.pdf, retrieved on 7.6.2021.
ROSSIE, J.-P. Games and Toys: Anthropological Research on Their Practical Contribution to Child Development. Aids to Programming Unicef Assistance to Education. Notes. Comments... Child, Family, Community, N.S. 147, Paris: Unit for Co-operation with UNICEF & W.F.P., UNESCO, 71 p., 64 ills, 1984, reedited in 2003.
___________. Games of Physical Skill from the Tunisian Sahara and Morocco: Anthropological Research and Physical Education for Peace. In Actas del I Congreso Estatal de Actividades Físicas Cooperativas, Medina del Campo: 9 - 12 de julio de 2001. Valladolid: La Peonza Publicaciones, 64 p., ills, 2004.
___________. Toys, Play, Culture and Society. An Anthropological Approach with Reference to North Africa and the Sahara. Foreword by Brian Sutton-Smith, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 256 p., 144 ills. Digital version in 2013.
___________. Saharan and North African Toy and Play Cultures. Children's Dolls and Doll Play. Foreword by Dominique Champault, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 328 p., 163 ills, 2005.
___________. Saharan and North African Toy and Play Cultures. The Animal World in Play, Games and Toys. Foreword by Theo van Leeuwen, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 219 p., 107 ills, 2005.
___________. Saharan and North African Toy and Play Cultures. Domestic Life in Play, Games and Toys. Foreword by Gilles Brougère, Stockholm International Toy Research Centre, Stockholm: Royal Institute of Technology, 438 p., 410 ills, 2008.
___________. Ashura a children’s feast in Morocco. PowerPoint presentation and texts prepared for a project in Global Education of the Humanities Education Centre, London, 29 slides and 12 p., 2008.
_____________. La cultura lúdica de los niños amazigh marroquíes y las cuestiones del desarrollo (translated from French by Stela Maris Ferrarese Capettini). In: Ferrarese Cappetini, Stela Maris. El Sembrador 3, Neuquén (Argentina), capitulo 7, 26 p., 25 ills., 2011.
_____________. La culture ludique de l'enfant amazigh marocain et les questions de développement. 27 p., 25 ills., 2011.
_____________. Saharan and North African Toy and Play Cultures. Technical activities in play, games and toys. Foreword by Sudarshan Khanna, Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 360 p., 350 ills., 2013.
_____________. Création de jouets inspirée par l’ingéniosité ludique des enfants marocains. Atelier famille au Musée du Jouet de Moirans-en-Montagne le 29 octobre 2014. 11 p., 16 ills.
_____________. Saharan – North African – Amazigh Children’s Toy Catalogs. Donation to Musée du Jouet de Moirans-en-Montagne. Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 3 volumes, 662 toys, ills., 2015-2016.
_____________. Using North African children’s play culture for pedagogical and sociocultural applications. In Play and Folklore, no. 66, Melbourne: Museum Victoria, p. 19-24, 6 ills., 2016.
_____________. Workshop creating toys inspired by the toy making activities of Moroccan rural children. A photographic impression. Higher School of Education, Institute Polytechnic of Lisbon, Lisbon, Portugal, June 18, 2019, 12 p., 21 ills., 2019.
_____________. Amazigh Children’s Toys and Play Cultures. In Fourth World Journal, vol. 18, 1, p. 4-19, 6 ills., 2019.
_____________. Los Juguetes y las Culturas del Juego de los Niños Amazigh. In: Fourth World Journal, vol. 18, 1, p. 20-36, 6 ills., 2019.
_______________. An Anthropological Approach to Intercultural Early Childhood Education. Syllabus for Play, Education, Toys, and Languages (PETaL): An International Master’s Programme for the Education of 21st Century Early Childhood Teachers, Erasmus Mundus Joint Master Degrees, Marmara University, Istanbul, Turkey. Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 22 p., 2021.
ROSSIE, J.-P., JARIAA, K.H., DAOUMANI, B.; FASSOULAS, A. Saharan and North African Toy and Play Cultures. Make-believe play among children of the Moroccan Anti-Atlas. Foreword by Luisa Magalhães, Braga: Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, 2 volumes, 739 p., 638 ills., 2021.
Situation des Enfants au Maroc. Module 1. Le Développement de la Petite Enfance. Report of the Observatoire National du Développement Humain (ONDH), Observatoire National des Droits de l’Enfant (ONDE) et UNICEF, 60 p., 2019.
UNICEF (s.d.). The education revolution. https://www.unicef.org/sowc99/sowc99b.pdf, 71 p., retrieved on 11 June 2021.
We are also human beings: a guide to children's rights in Zimbabwe. Practical ways to introduce young children to their rights, http://www.bibalex.org/Search4Dev/files/294096/124539.pdf, article retrieved on 11 June 2021. The reference to the complete publication (215 p.) is found by writing “We are also human beings: A guide to children's rights in Zimbabwe” in Google search., 2000.
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Published
2021-10-30
How to Cite
ROSSIE, J.-P. . SOCIOCULTURAL AND EDUCATIONAL DEVELOPMENT THROUGH NORTH AFRICAN CHILDREN’S PLAY AND TOY HERITAGE. Brazilian Journal of Policy and Development, [S. l.], v. 3, n. 3, p. 25–42, 2021. DOI: 10.52367/BRJPD.2675-102X.2021.3.3.25-42. Disponível em: https://bio10publicacao.com.br/brjpd/article/view/379. Acesso em: 23 nov. 2024.
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