In this review article, I argue that games are complementary, not self-supporting, learning tools for democratic education because they can: (a) offer "simplified, but often not simple, outlines" (later called "models") of complex social systems that generate further inquiry; (b) provide "practice spaces" for…

Notes that teachers make intentional decisions during interaction with children and reflect on what occurs in the environment. Focuses on teacher behavior along several continua: soft-hard, simple-complex, open-closed, intrusion-seclusion, and high versus low mobility. Illustrates theory with a transcribed observation. Adapts Jones and Prescott's…