Popular Culture at Play in Preschool Settings
           Allison Sterling Henward, University of Memphis

ABSTRACT  
Interviews, observations and focus groups of teachers, parents and children in three 
stratified social contexts examine contrasting views of play with popular culture ideas 
and figures in and out of preschool. Specifically focused on dramatic play in preschool, 
this paper examines social class and ideology as determining factors as parents and 
teachers approach decisions on facilitating play.
 
 
		Academic Exchange Quarterly Winter 2010: Volume 14, Issue 4  
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