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Play is, and always has been, central to childhood experience. Where children play and with whom they choose to play are key factors that shape how children come to learn about themselves and the world. Traditionally, children’s play activities have been watched over by those close to the children (e.g., family, teachers, or other children), relying on in-person supervision in the early years, with the gradual removal of this as children develop new skills and independence. The proliferation of surveillance technologies is changing the landscape of childhood play. Closed-circuit television cameras, webcams, and nanny cams are now present in many play-spaces. Global Positioning System tracking devices embedded in clothing and mobile phone applications allow children’s daily activities to be monitored. At the same time, the ...

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