In a novel approach to an understanding of the everyday phenomenon that we call "play," Professor Sutton-Smith tackles this slippery subject by analyzing the persuasive techniques that researchers use to define play. "We all play occasionally, and we all know what playing feels like. But when it comes to making theoretical statements about what play is, we fall into silliness," claims Sutton-Smith. In his attempt to bring some coherence to past scholarship of the ambiguous field of play studies, Sutton-Smith not only challenges conventional definitions of play but manages somehow to succintly summarize all major and minor theorists in a mere 231 pages. The text is laced with numerous examples to support Sutton-Smith's contention that all theories of play to date fall into one of seven rhetorical categories. He clearly points to the problem of consensus on the definition of play in a field that is divided among different disciplines each claiming that its own kind of play is the one that is central to the phenomenon. Although the book is not directed to a popular audience, it is an excellent text for classroom use in many academic disciplines.

This volume consists of articles on children's folklore. The book provides various ways of studying the games, songs, rhymes, and other forms of folk culture that children express. It is an excellent resource for learning to understand ways that children's culture leads insight into the worldview of children. I also am impressed with the ways that the study of children's culture leads one to think about common and implicit aspects of adults' culture that form important ways of thinking about life -- but need to be critically examined. This volume should interest anyone who is curious about kids, but it is also academically-oriented and scholarly.