Applying a Cultural Prism

Applying a Cultural Prism to the Study of Play Behavior of Black Children

Janice E. Hale1
Erika L. Bocknek
Wayne State University

Abstract

The study of child-rearing practices by Black families is crucial to identifying the

manner in which African American culture shapes the behavior of Black children. It is equally
significant that through play the culture is expressed or celebrated. The study of child-rearing
and peer and family socialization is an examination of what “goes in.” The study of play
behavior is the study of what “comes out.” In this article, we argue for the need to adopt a
multifaceted perspective grounded in the sociocultural contexts in which Black children’s
development and socialization occur when examining and understanding play. We introduce
a perspective that we label a “cultural prism” that serves this purpose and describe its various
facets. Using this cultural prism, we review the extant literature on play among Black
children, describe the methodological strengths and challenges of these studies, and discuss
future directions for constructing a paradigm for research and practice.

Keywords: Cultural prism, play behavior, Black children

Research into the play behavior of children in general has been extensive (for reviews
see Fein, 1981; Roskos, Christie, Widman, & Holding, 2010). Developmental theorists
including Piaget, Vygotsky, and Erikson describe play as among the most critical contexts for
children’s social, emotional and cognitive development (Fantuzzo, Coolahan, Mendez,
McDermott, & Sutton-Smith, 1998). Studying the play of children offers an opportunity to
assess multiple aspects of their functioning. According to Borowitz, Hirsch, & Costello
(1970), play is the natural “work” of children and the symbolic expression of their
personalities. From an educational perspective, a child’s play is believed to reflect the degree
to which they can impose their own sense of structure and sequence on the external
environment. It also reflects not only the degree to which their perceptual and cognitive
structures have been developed but also the extent to which they have been integrated and can
be applied to new situations.

Not surprisingly, research of the play behavior of children in general has been
extensive (for reviews see Fein, 1981; Fisher 1992; Roskos et al., 2010). In 1992, Fisher

1
Address correspondence concerning this article to Janice E. Hale, Teacher Education
Division, College of Education, Wayne State University, 5425 Gullen Mall, Detroit,
Michigan 48202. Email: janiceehale@cs.com

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