Follow Cindy and Wade through a hot New York City summer as their family gears up for a move to Long Island. Cindy loves life in the city, particularly the games she and her friends play in their neighborhood. There’s no way Long Island can compare—right? S is for Street Games takes readers through the alphabet with urban and suburban sights and sounds and plenty of retro games.

An account of the games which children between the ages of six and twelve invent or perform out-of-doors for their own enjoyment

R. L. Stine's hugely successful young adult horror series Fear Street is back! With more than 80 million copies sold around the world, Fear Street is one of the bestselling young adult series of all time. Now, with Party Games, R.L. Stine revives this phenomenon for a new generation of teen readers, and the announcement of new Fear Street books caused a flurry of excitement both in the press and on social media, where fans rejoiced that the series was coming back. Her friends warn her not to go to Brendan Fear's birthday party at his family's estate on mysterious Fear Island. But Rachel Martin has a crush on Brendan and is excited to be invited. Brendan has a lot of party games planned. But one game no one planned intrudes on his party—the game of murder. As the guests start dying one by one, Rachel realizes to her horror that she and the other teenagers are trapped on the tiny island with someone who may want to kill them all. How to escape this deadly game? Rachel doesn't know whom she can trust. She should have realized that nothing is as it seems... on Fear Island. R.L. Stine makes his triumphant return to Shadyside, a town of nightmares, shadows, and genuine terror, and to the bestselling series that began his career writing horror for the juvenile market, in the new Fear Street book Party Games.

RICHARD M. ABRAMS, a retired U.C. Berkeley professor of modern U.S. history, recreates the many games, some of them now all-but extinct, played in the city streets daily by boys and girls during the turbulent era of the Great Depression, the Second World War, and the increasingly prosperous post-war environment. Abrams was born in Brooklyn in 1932 when cramped urban living quarters were commonplace, and limited income constricted access to organized sports venues and equipment. His was "an outdoor generation" forced to depend on inventive use of scarce resources. From many conversations over the years with his children, colleagues, friends, and students, he came to realize how few people today have any idea of the kinds of recreation that filled daily life for young city people in the years of his own youth. Street Games is a combination of Abrams's reminiscences of the games he played and his placement of those activities in the social history of the period, often highlighting its contrast with the world we know today. The work is compelling, informative, and fast-paced in its description of a mostly lost piece of history. It is also fascinating for its speculations about such things as the hidden meaning of "It" in games of tag, the small regard for safety (helmets? face masks? seat belts?), and the complex character of racism and ethnic tensions in those times. One reader of the manuscript remarked, “I have not read in many years anything that gave me so much pure, sustained pleasure.” RICHARD M. ABRAMS was educated in the public schools of Brooklyn. He earned his BA, MA, and Ph.D. degrees at Columbia University. He began his teaching career at Columbia in 1957. He moved to the University of California in Berkeley in 1961, where he taught until retiring in 2007. He is married to Marcia Ash Abrams, and they have three children and four grandchildren. He has been a visiting professor of history in London, Moscow, Beijing, and Innsbruck, and has lectured widely in Europe and Asia. His other books include: Conservatism in a Progressive Era; The Burdens of Progress; and most recently, America Transformed.

How games can make a real-world difference in communities when city leaders tap into the power of play for local impact. In 2016, city officials were surprised when Pokémon GO brought millions of players out into the public space, blending digital participation with the physical. Yet for local control and empowerment, a new framework is needed to guide the power of mixed reality and pervasive play. In Locally Played, Benjamin Stokes describes the rise of games that can connect strangers across zip codes, support the “buy local” economy, and build cohesion in the fight for equity. With a mix of high- and low-tech games, Stokes shows, cities can tap into the power of play for the good of the group, including healthier neighborhoods and stronger communities. Stokes shows how impact is greatest when games “fit” to the local community—not just in terms of culture, but at the level of group identity and network structure. By pairing design principles with a range of empirical methods, Stokes investigates the impact of several games, including Macon Money, where an alternative currency encouraged people to cross lines of socioeconomic segregation in Macon, Georgia; Reality Ends Here, where teams in Los Angeles competed to tell multimedia stories around local mythology; and Pokémon GO, appropriated by several cities to serve local needs through local libraries and open street festivals. Locally Played provides game designers with a model to strengthen existing networks tied to place and gives city leaders tools to look past technology trends in order to make a difference in the real world.

1896. The Child in Primitive Culture. Contents: Child-Study; The Child's Tribute to the Mother; The Child's Tribute to the Father; The Name Child; The Child in the Primitive Laboratory; The Bright Side of Child-Life: Parental Affection; Childhood the Golden Age; Children's Food; Children's Souls; Children's Flowers, Plants, and Trees; Children's Animals, Birds, etc.; Child-Life and Education in General; The Child as Member and Builder of Society; The Child as Linguist; The Child as Actor and Inventor; The Child as Poet and Musician; The Child as Teacher and Wiseacre; The Child as Judge; The Child as Oracle-Keeper and Oracle-Interpreter; The Child as Weather-Maker; The Child as Healer and Physician; The Child as Shaman and Priest; The Child as Hero, Adventurer, etc.; The Child as Fetich and Divinity; The Child as God: The Christ-Child; Proverbs, Sayings, etc., about Parents, Father and Mother; Proverbs, Sayings, etc., about the Child, Mankind, Genius; Proverbs, Sayings, etc., about Mother and Child; Proverbs, Sayings, etc., about Father and Child; Proverbs, Sayings, etc., about Childhood, Youth, and Age; and Proverbs, Sayings, etc., about the Child and Childhood.

Principles for designing educational games that integrate content and play and create learning experiences connecting to many areas of learners' lives. Too often educational videogames are narrowly focused on specific learning outcomes dictated by school curricula and fail to engage young learners. This book suggests another approach, offering a guide to designing games that integrates content and play and creates learning experiences that connect to many areas of learners' lives. These games are not gamified workbooks but are embedded in a long-form experience of exploration, discovery, and collaboration that takes into consideration the learning environment. Resonant Games describes twenty essential principles for designing games that offer this kind of deeper learning experience, presenting them in connection with five games or collections of games developed at MIT's educational game research lab, the Education Arcade. Each of the games—which range from Vanished, an alternate reality game for middle schoolers promoting STEM careers, to Ubiquitous Bio, a series of casual mobile games for high school biology students—has a different story, but all spring from these fundamental assumptions: honor the whole learner, as a full human being, not an empty vessel awaiting a fill-up; honor the sociality of learning and play; honor a deep connection between the content and the game; and honor the learning context—most often the public school classroom, but also beyond the classroom.