A child’s power in game-play

This paper is the first of its series that studies the power children have in game-play and examines its implications for teaching and learning. As a start, the paper describes a framework of power based on a synthesis of various types of power underlined in literature. The paper then looks into the power issue through observation and interviews of one twelve-year-old boy’s game-play. Several initial findings are delineated. Connections are made between the framework of power and different kinds of power that the twelve-year-old negotiates in playing games. The study sets a foundation for further research in the power issue in education.